
Glass___i:aj_M& 
Book J^la.£^_ 



PRESENTED BY 



Ube "Glniversiti? of Cbicaao 

FOUNDED BY JOHN D. ROCKEFELLER 



STANDARDIZATION OF THE 
SCHOOLS OF KANSAS 

33 

A DISSERTATION 

SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF ARTS 

AND LITERATURE IN CANDIDACY FOR THE DEGREE 

OF DOCTOR OF PHILOSOPHY 

(department of education) 



BY 

JOHN ADDISON CLEMENT 

7 



THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO, ILLINOIS 






Copyright 1912 By 
The University of Chicago 



All Rights Reserved 



Published January 1912 



SEP !Si^ 



Composed and Printed By 

The University of Chicago Press 

Chicago, Illinois, U.S.A. 



TABLE OF CONTENTS 

CHAPTER PAGE 

I. General Introduction i 

II. Statement of the Problem and Methods lo 

III. Comparison of Relative Standing oe Pupils in Grammar 
Schools, High Schools, and Colleges 19 

IV. General Conclusions 126 



CHAPTER I 
GENERAL INTRODUCTION 

The attempt is being made in many states, and in particular through- 
out the states of the Middle West with their state-controlled systems 
of education extending from the elementary school to the university 
and college, to relate and unify more closely than has hitherto been the 
case the primary schools with the secondary, and the secondary with 
the higher institutions of learning. Some of the forces or factors in 
this movement have not originated directly in the schools and not all 
have been equally appreciated or consciously operative toward the 
unification of state school systems. 

Obviously one of the first steps to be taken toward the effective 
direction of these factors is a determination of the actual existing con- 
ditions as regards the correlation or lack of relation between the different 
units in the state's educational system. One of the readiest means 
of estimating the existing relations is through a study of the records 
made by the students who pass through the three institutions from 
primary to higher education. If the pupils as a group of individuals 
maintain about the same relative standing in their work as they pass 
from one institution to another this is good evidence that the work in 
the institutions concerned is closely related, and it will be one object of 
this thesis to try to establish this contention. 

Several years ago in looking over the high-school certificates kept 
on file at the University of Kansas the writer became interested in 
making certain comparisons of the standing of pupils between the high 
school and university and it occurred to him that it would be interest- 
ing and worth while to go farther than this, and on the basis of the 
estimates given by teachers in the form of school marks attempt an 
evaluation of the relative standing of pupils on a sufl&ciently compre- 
hensive scale to afford a reliable measure of the existing relations of 
educational institutions throughout the whole state. ^ 

^ The problem taken up in this thesis was first suggested several years ago by 
the appearance of Professor Dearborn's bulletin on "The Relative Standing of 
Pupils in the High School and in the University," Bulletin No. 312, High-School 
Series, No. 6, University of Wisconsin. The writer's investigation during this year 
has been carried on at the University of Chicago under the inspiration and super- 
vision of Professor Dearborn. 



2 STANDARDIZATION OF SCHOOLS OF KANSAS 

The problem, then, before us is a state-wide canvass of the existing 
conditions in respect to the question just raised. Obviously not all 
the pupils in the schools of a state could be studied, from merely physical 
limitations of the investigation, but it is believed that a sufficiently 
wide and discriminating sampling of the school population of the whole 
state has been made, such that the results to be presented are reliable 
and representative of the actual conditions. Since we are to study the 
schools through the individuals who pass through them, the more 
specific question at issue at the outset is to point out the relation between 
the scholarship of an individual in his earlier school career and the scholar- 
ship of his later career. Do pupils who have a good standing based 
upon their first educational endeavors maintain the same relative stand- 
ing when they pass on from the elementary institutions of learning to 
the secondary schools, and also when they pass on into the higher 
institutions of learning ? And do pupils who begin their school life by 
doing mediocre and poor work respectively maintain their relative 
positions throughout their school careers ?^ 

Granting that this is a question of sufiicient concern to justify a 
careful investigation, it is assumed that one legitimate means of deter- 
mining the relative standing of pupils from year to year, either within 
the same institution or the relative standing between different insti- 
tutions, is through the records which have been preserved. 

Any insistence upon the importance of keeping records seems almost 
unnecessary, and yet a few very commonplace analogies may serve to 
re-emphasize the importance of continuous records over a series of 
years in any kind of institution whatsoever. 

Business organizations regularly take account of stock. They 
make an exact estimate of their profits and losses for the year. On the 
basis of past records and on the basis of present needs and demands 
they plan for the advance year's work. Intelligent methods of pro- 
cedure, and intelligible ways of preserving the facts, and clear means of 
recording the progress of the business are always of vital concern. 
Manufacturing plants of all kinds are directed and controlled by persons 
who know precisely the amount of the output, together with its quality. 
The efficiency of such plants as this can be determined best through the 
preservation of the ways and workings of the institutions. And in 

' Since the records only of the pupils who graduated both from the grammar 
school and high school have been used there was very little opportunity in this study 
to consider the problem of elimination, and of course in the part of this thesis which 
deals with the three-institution comparison the very nature of the problem excluded 
the question of elimination before the iirst year of college work. 



GENEEAL INTRODUCTION 3 

order to get a proper estimate, the records need to be preserved through- 
out a series of years. 

The painstaking care of all scientific biologists in the cultivation of 
the many forms of plant and animal life is suggestive for the modern 
educationist's procedure. 

Great progress, too, is being made in scientific agriculture through- 
out our whole country. The soil is scrupulously analyzed in order to 
discover what sort of seed will do best when put into a certain quahty 
of ground. Great care is taken to breed up the finest quality of grains, 
plants, and animals. Records are kept covering a series of years in 
order to get a scientifically balanced judgment in the midst of varying 
conditions caused by the great variety of factors entering into the 
growth of any one single product. Similarly there is sufiicient com- 
plexity in all the affairs of the mental life of individuals to bafiie the 
untutored mind in trying to make analyses of the progress of pupils 
from year to year. 

Ignoring for our present purpose many analogous points of interest 
to be found in these business concerns, manufacturing establishments, 
plant cultivations, and agricultural pursuits relative to our school 
system, the analytic care and concern which extends over a period of 
years is one principle of large significance to be carried over. The - 
intelligent preservation of intelligible records is a second vital principle, 
the neglect of which may easily be discovered by any thoroughgoing 
examination of our present systems of record-keeping in the schools. 
And yet it has been suggested to the writer a number of times by 
school people during this investigation that teachers and officers of one 
institution of learning should not be expected to be held accountable 
for the progress in the institution to which the pupil passes on. One 
plausible answer to such a query is: If teachers and school officers are 
not responsible for keeping continuous records of boys and girls over 
a period of years, who is responsible for such data ? 

Everyone grants at once that school systems are institutions which 
are invaluable assets to any country, state, city, or community. In 
the United States one hundred years ago the problem of education was 
simpler and in some ways even primitive. But with the increasing 
complexity of our social, economic, and industrial and agricultural life 
there is a new demand made upon everyone who pretends to help guide 
the educational affairs of our country. 

When the outside occupations in the home hfe supplemented so 
largely the school in the midst of that simple rural community life 



4 STANDARDIZATION OF SCHOOLS OF KANSAS 

there was probably not so great need of elaborate records. The whole 
process could be grasped more easily, and consequently results could be 
evaluated with considerable accuracy. However, at the present time we 
have accumulated a good deal of experience. We are surely far enough 
along to ask now with a considerable degree of enthusiasm and seri- 
ousness, too : What are some of the tangible results of all these years ? 
What is the real efficiency of our present system of education ? 

When marks are recorded in a complete, accurate, and intelligible 
manner, and when they cover a series of years, they furnish one impor- 
tant means among many of evaluating a school system. Let it be 
clear that it may not be the only means. But since marks have been 
used and are now used, they furnish one clue to the efficiency both of 
individuals and of institutions. While this study deals primarily with 
the relative standing of individuals, its purpose is to throw light upon 
the efficiency of institutions. 

Professor Dearborn says: 

In arguing for the school experiment the writer would not have it for- 
gotten that in existing school records and reports and in present school prac- 
tices there is already accumulated or available a body of data which if properly 
evaluated just as truly represents the results of experimental investigation 
as new experiments might do. School practices always represent great edu- 
cational experiments The statistical studies of Thorndike, Ayres, 

and others have uncovered results which it would take years of new experi- 
mentation to establish.^ 

The nature of well-kept records, as already intimated, is a question 
which is bound to force itself into such a treatise as this. There is little 
doubt, even upon a most casual investigation, but that we are in need 
of some clarification on the practical side in record-keeping, and this 
may or may not necessarily imply a need for absolute uniformity of 
standard either within a state or city system, but it certainly implies 
that there ought always to be intelligibility and probably usually trans- 
ferableness. 

The great variety of systems used, together with the very frequent 
incompleteness of records, offered two of the greatest difficulties in 
collecting the data for this study. Since it is not always easy to trans- 
late one system of record-keeping into the terms of another, it is often 
impossible to push comparative results as far as it is really desirable 
in order to get a wholly satisfactory measure between institutions. 
Sometimes it was possible to supplement incomplete and inaccurate 

' School Review Monograph, No. i. 



GENERAL INTRODUCTION 5 

data by the knowledge of teachers and principals, but in many cases 
such types of data as this simply had to be discarded. 

It may be of significance on the practical side to mention a few more 
facts in detail on the side of incompleteness of records. In the first 
place, many records are literally buried in the dust of an attic, or in the 
basement, or in the trash room of some school building. Others are 
scattered either among individual pupils or sometimes among teachers 
who possess private books containing the marks of pupils. And most 
exasperating of all, there have been a very considerable number burned or 
destroyed soon after the pupil leaves an institution and not infrequently 
before he barely passes out of the hands of the institution. This is not 
an attempt at rhetorical phraseology but an honest statement of facts 
experienced during this investigation. 

On the other hand there was, of course, no school visited but that it 
had some feature worthy of commendation in some aspect of its mark- 
ing system at one time or another. It certainly would be a profitable 
piece of work for someone to collect the strong features Cf all the sig- 
m'ficant systems of record-keeping in our various schools, probably 
including some large business establishments, and then from this work 
out a more satisfactory plan than now exists in any one separate school 
system. Probably the one element in such an attempted scheme or 
plan as this ought to be the element of simplicity, for what we need in 
a well-devised marking system, and the preservation of it, is simplicity 
as well as completeness, accuracy, and , intelligibility just so far as it 
can be carried without destroying its significance and workableness. 
Who is better qualified than administrators with wide experience and 
enlightened scientific vision to perform such a task as this and thus 
render a great service to the practical working of our school system ? 

With respect to the nature of the markings used there is in actual 
practice great variation. In some schools letters, in others numbers, 
and in others percentages are used to indicate the standings of pupils 
in the different subjects, and in other schools fractional numbers as well 
as integral numbers Where the letters or numbers have been used as 
estimates, frequently these were accompanied by the plus or minus sign, 
which in this case widens somewhat the range of estimates within a 
scale of grading. Whether the range of the scale of grading is wider 
in many schools in theory than is actually carried out in practice, and 
whether a merely three-estimate basis is satisfactory, are points that 
will be furnished with a further basis of judgment in the actual charting 
of the marks farther along in this treatise. 



6 STANDARDIZATION OF SCHOOLS OF KANSAS 

As to the form in which records have been either temporarily or 
permanently preserved there is a wide variation in practice, and as to 
the form in which they should be preserved there is much difference of 
opinion. In some of the grammar schools records were preserved only 
in the private books of the individual class teachers; in others these 
marks had been transferred to large loose sheets on file in the principal's 
office. The most satisfactory ones had been preserved in large bound 
volumes accessible to all the teachers and school officers, of which type 
several schools had records extending back for ten or twelve years. 

In the high schools the temporary records on the whole had been 
placed upon cards filed in boxes alphabetically arranged and the per- 
manent records had been preserved in large bound volumes. Some 
colleges prefer very much the loose or removable leaf to the large bound 
volume which, too, would no doubt be a satisfactory plan for the high 
schools. 

In this discussion an emphasis on the preservation of records that 
cover a period of years has a large significance, for without this it is 
scarcely possible to get an estimate of pupils as they pass from one 
institution to another, and consequently impossible to get a measure of 
efficiency between various institutions. 

Now in one large city studied — not in Kansas — it is customary to 
send up to the high school certificates containing the grades received 
by the pupil in the different subjects studied during the last year of 
the grammar school. In the high schools of Kansas it is the practice 
to send certificates containing the high-school marks to the colleges to 
which high-school graduates go. It would be a comparatively simple 
matter to place upon this certificate sent by the high schools to the 
colleges at least the standing of the pupil in the eighth-grade work, and 
consequently this would furnish a Hne on the standing of the individual 
in the three institutions of learning from primary to higher education. 
Such data as this kept on file in the vaults of the colleges would not 
only be the means of furnishing a line on the school career relative to the 
scholarship of a pupil, but with a sufficient number of these files a more 
adequate measure of the institutions throughout the state could be 
obtained. 

Two features found in the practice of two different high schools 
tended toward a preservation of complete and intelHgible records. In 
one high school the eighth-grade standing had been recorded in the 
same bound volume on the same page with the complete high-school 
standing. In another high school it was possible to tell from the record 



GENERAL INTRODUCTION 7 

just when a pupil did take a certain subject. If a fourth-year pupil 
took a first-year subject for some reason or another, it was clearly indi- 
cated; that is, the record showed precisely the order in which the pupil 
actually took his work. 

The records used in this thesis were in part secured from the cer- 
tificates on file at the colleges, and in part from the files in the offices 
of school principals and school superintendents. Approximately 5,000 
records of high-school graduates were collected. But comparatively 
few of these could be traced back into the elementary school and also 
up into the college.^ 

The attempt has been made, as stated, to secure records from as 
nearly representative schools as possible, attention being given to size, 
location, organization, and to records covering a series of years sufficient 
to be significant. 

The cities represented within the state of Kansas vary approximately 
from 100,000 to 5,000 in population. Several cities of 50,000 popula- 
tion are represented, and several of 15,000. Some towns smaller than 
those of 5,000 population, too, have been used in the comparisons. 
Two large cities and two smaller towns in other states than Kansas 
have been included in part. 

The larger cities here concerned in Kansas are distributed geographi- 
cally over the north, east, south, and middle west of the state. There are 
probably not sufficient varying factors in these schools on the social side to 
affect them very materially. At least in such an agricultural state as this 
class distinctions as yet play a comparatively minor part in school life. 

The general method of procedure used in this study has been used 
chiefly by Professor Dearborn, Professor Thorndike, and Mr. Ayres. 
In addition to its value in securing accurate results, one of Its chief 
virtues, it is believed, is its problem-raising power, which has always 
been regarded a valuable part of any vitalizing philosophy or science. 
And this method will perform a large service if it succeeds in raising many 
significant questions, whether it succeeds in furnishing an answer to all 
the practical difficulties involved in the problems or not. 

Since it is frequently true in the field of pedagogy that mere opinion 
and off-hand momentary estimates or snap-shot judgments have been 

' The writer is deeply indebted to the many principals and superintendents and 
trained helpers who so kindly assisted in collecting the material used in this thesis. 
It is impossible to be personal in my thanks to all the persons who assisted. While 
the whole study will be made as impersonal as possible, a private record of all results 
will be preserved, so that in case any principal or superintendent desires to inquire 
as to the particular results of his school he may do so. 



8 STANDARDIZATION OF SCHOOLS OF KANSAS 

substituted for the statement of facts well tested through a scientific 
method of inquiry, this newer method of approach in education ought 
to have much value. It is the purpose of this treatise to try out many 
cases before drawing conclusions. In all cases the conclusions are 
regarded as subject to revision, and they will need to be tried out by 
other persons. But even such temporary resting-places are much better 
for educational procedure than are the random and dogmatic judgments 
too often found in our pedagogical literature. This does not mean to 
condemn whatever has been good and valuable in our present practice. 

Investigators who try to use marks as one basis of evaluating some 
phase of a school system cannot assume the role primarily either of 
critics or JDrophets. It is their business to indicate as accurately as 
possible the results of the existing practices of our school system. The 
by-products which come with such an investigation, however, should 
not be regarded as unimportant. 

One hears frequent questions of doubt as to whether a scientific 
evaluation in education is possible. It is commonplace for school 
people even to ask, "How can mind, being so complex, be estimated 
upon the basis of marks?" And, "Does not the personal equation of 
the teacher practically vitiate all comparable results?" "Is not the 
individuahty of the pupil suppressed by trying to subject it to any 
uniform or translatable system of grading?" 

These questions do suggest obvious difficulties. But is mere com- 
plexity of mind to baffle us? An objection of this sort, while appar- 
ently baffling, will not stand the test of any thoroughgoing analysis. 
To admit that the mind activity of the pupil is too complex to be evalu- 
ated in any sense is partially to admit that we are not worthy of the 
trust of educating children. Marks in some sense should indicate a 
real analysis on the part of the teacher of the child's mental ability. It 
is not the purpose of a scientific study of education to ignore the impor- 
tance of all the humanizing influences of teachers through their different 
personaHties. But it is our duty at times as educationists also to make 
even a somewhat cold-blooded analysis of our system on its own account. 

Any far-reaching system of marking which we may later on evolve 
will take account of all types of individuality. Both the weak and the 
strong will be estimated according to their real abilities and will be rated 
in such a way that results will be comparable throughout any one 
system or between one system and another. 

In the midst of our much-debated questions of the relation of primary 
to secondary education and especially of the relation of the high school 



GENERAL INTRODUCTION 9 

to college, we need to cause these institutions to look intelligently back 
and forth at each other. Reciprocal action and adjustment is one need, 
if not the great need, of primary, secondary, and higher education. If 
we are going to unify these different stages in any adequate sense, one 
means for bringing it about is through such an investigation, based upon 
well-tested results, as will show the actual facts resulting from present 
practices. 

In order to get any basis for standardization of schools in any state 
it will be necessary to find out as accurately as possible what are the 
actual relations existing between various institutions with reference 
to present practice. After having determined such relations through 
the relative standing of pupils on the basis of scholarship or marks 
recorded, it will be somewhat more easy to say what amount of reten- 
tion we ought to expect to obtain between the different schools. 

The following discussion will therefore attempt to set forth legitimate 
means and methods for ascertaining reliable facts relative to present 
practice, and then on the basis of such results venture a statement as to 
what we may have a right to expect with reference to the amount of 
retention within a standardized state school system. 



CHAPTER II 

STATEMENT OF THE PROBLEM AND METHODS 

As has been indicated in the introduction, the speciiic problem is 
concerned with the relative standing of pupils in the several institutions; 
namely, grammar school, high school, and college. The present dis- 
cussion will deal with a comparison between the standing of pupils in 
the grammar school and high school; a comparison between the standing 
of pupils in high school and the same students in college; and lastly 
a comparison of the standing of the individuals who have attended all 
three of these school institutions from the lower to the higher.' 

The general attitude in the second part of the discussion referred 
to above (the high school-college comparison) is well illustrated in the 
University of Wisconsin Bulletin written by Professor Dearborn: 

The admission to college of students from the accredited schools is deter- 
mined almost entirely by school records or standing of the applicants, although 
there is an occasional admission made which is not based wholly on the pre- 
vious record of the pupil. One purpose of this study is to inquire into the 
efficiency of this method of admission to college by determining to what extent 
and how accurately the high-school records forecast what pupils are likely to 
do in the way of scholarship in the college or university. The main problem 
is somewhat more general than this and of wider interest; namely, to what 
extent students maintain in the university the relative rank which they held 
in the high school. That is, are the best and poorest students in the univer- 
sity those who stood respectively highest and lowest in their high-school 
classes? Is the "average" student in the university class identical with the 
"average" high-school pupil of a few years previous? Or is it true that 
these relations are to a considerable extent reversed and that many of those 
who do poorly are quite as likely to lead their classes in the university as those 
whom the high school considered its better students ?^ 

It has been stated above that college students in Kansas are admitted 
through a certificate granted by the various high schools to the grad- 
uates, although a considerable number of students do enter the colleges 

' These comparisons will be supplemented, in the first two sections of chap, iii, 
by a comparison of pupils within the grammar school, and also within the high school 
itself. 

^ Bulletin of the University of Wisconsin, No. 312, High-School Series, No. 6, 
pp. 7, 8. 



STATEMENT OF THE PROBLEM AND METHODS II 

on conditional terms after having done as much as three years of high- 
school work. The standings or marks which are found on these certifi- 
cates, or else the standings as recorded in the offices of the high schools, 
serve as a basis of the high-school and college comparisons. 

There is not absolute uniformity in these certificates, though in 
general they are alike. Some schools make a practice of sending only 
the grade made during the second semester of the year in any subject. 
Other schools average the standings of the two semesters' work in any 
subject for the year and place this estimate upon the certificate sent 
to the college. Occasionally certificates simply indicate that the student 
has passed in his high-school subjects but no grades are reported. Some 
of the schools which use the letters or figures do not interpret these in 
terms of per cent. 

Since it is very difficult to get, at present, a large number of pupils 
who have attended all three of these institutions, the other separate 
comparisons within the respective institutions of the grammar school 
and high school, and those between the grammar school and high school, 
and further those between the high school and college have all been used 
as a sort of check of investigations. Probably the most original part of 
this study is the comparison made between the pupils who attend all 
three institutions, since no one so far has done this particular piece of 
work. 

There are many other problems than this one of the relative stand- 
ing of pupils which could be worked out from this same body of material 
collected for the present purpose, and for those who care to do it, other 
comparisons could be made from the charts just as they stand. There 
is opportunity for comparing various systems of grading. The relative 
standing of the same individuals in various subjects could be deter- 
mined. From this same body of data a comparison of small high schools 
and the relative standing of the pupils of the large high schools could 
be carried on. One could test the standing of pupils in required and 
elective subjects. One could compare the standing and scholarship of 
boys and girls. One could tell accurately out of 5,000 pupils how many 
of them had pursued Latin, modern languages, or any other subject. 
But whatever by-products may come out in this discussion, they are 
all secondary to the main problem dealing with the relative standing 
of pupils in different institutions. 

The old-line subjects have been used exclusively. It will readily 
be observed that the subject of English has been most frequently used 
in the comparisons. It serves better than any other subject to give a 



.12 STANDARDIZATION OF SCHOOLS OF KANSAS 

long line on the pupil's work and school career. The required amount 
of English in most of these high schools is three years; a few, however, 
do four years' work. In the main, the comparisons between different 
institutions are carried on between the same subjects. English, how- 
ever, in the grammar school is used in a few instances as a basis for 
comparison with Latin and modern languages, as well as with English 
in the high school. Manual training was not general enough in the 
schools concerned as far back as it was necessary to go for some of the 
records in order to be considered. 

The method one uses in this sort of investigation is more or less 
determined by the nature of the data at hand. The practice of keeping 
school records involves many variable factors. Some schools record 
only yearly estimates, others record both semester estimates, still 
others record an average of the two semester estimates. Where the 
two semesters' marks were available the average of this was always used. 
The great majority of the first-year college records used represent an 
average of two semesters of work. There was great difficulty in deter- 
mining in many high schools and in some colleges in what year certain 
subjects had been pursued. The averages which have been used are 
usually averages in different years of the same subject rather than aver- 
ages of various subjects. 

One of the most disturbing aspects of this whole study has been the 
attempt to translate satisfactorily the various systems of marking into 
comparable forms. The bases of grading represented by the colleges 
are the letters a, h, c, and the figures i, 2, 3, and the ordinary percentage 
system. Some of the figures, however, are stated in terms of percent- 
ages; for example, in one institution i represents 90-100; 2, 80-90, and 
3, 70-80. 

The marks used by high schools vary from the percentage system 
to the use of the letters a, b, c; e, f, g; e, g, m, p, with the occasional use 
of the plus and minus. The figures i, 2, 3, 4 are frequently used, too, 
with the plus and minus. In the grammar schools the per-cent system is 
used together with the letters a, b, c; e, f, g, together with e^, e^, e^, e^, e^, 
indicating 91, 92, 93, etc. ; 1,2,3,4 with frequent use of plus and minus; 
I, i|, li, i|, etc. A few schools insisted on not reducing the letters 
and figures to any percentage. 

The range of grading in grammar schools varied from 60-100, 70- 
100, 75-100; in high schools, from 60-100, 70-100, 75-95, 75-100, 80- 
100; in the colleges, 70-100 and 75-100. The range of grading wall 
show clearly in the charts of chap. iii. 



STATEMENT OF THE PROBLEM AND METHODS I3 

In interviews with the different school principals, superintendents, 
teachers, and ofi&cers within the same school there was frequently a 
lack of defiiniteness of opinion upon the interpretation of marks in 
actual use. One can scarcely avoid reaching the conclusion that there 
has been a great deal of ragged, haphazard, and lumping-off work done 
in this matter of rating individuals. If a marking system is to be of 
any account at all, it must necessarily be more than a random momen- 
tary decision. On the other hand, there was no school which did not have 
some strong point in its marking system, or in the keeping of its records. 
But it is not infrequently the case that one ward principal or high-school 
principal is very little in touch with his neighboring school, however 
good this system may be. 

There is a sufficiently large body of well-tested material here, if 
collected into a unified form, to furnish guidance and a working basis 
for an ideal school, both in practice and theory. One of the outcomes 
of these investigations ought to be the occasioning of free discussions 
as to the best methods of rating pupils, and of other questions vital to 
the progress of any school which pretends to be modernized. 

The schools will be numbered instead of named, since the study is 
intended to be as impersonal as possible. It will not, however, be 
possible to number all the grammar schools separately. They have 
been charted in composite form in the various cities and all have been 
given one number as representing the grammar school. 

The majority of the comparisons in the grammar school include 
only the eighth grade, and those in the college the first year. In one 
large city the seventh grade completes the grammar-school work. In 
this case the seventh grade in place of the eighth is used. A limited 
number of cases have been traced through the sixth, seventh, eighth 
grades, through the high school into the university, and a comparison 
made between the standing of these pupils in the three d:'fferent insti- 
tutions. 

Wherever the standings of individuals have been indicated in terms 
of percentage the same graphic scheme is used as that found in the 
bulletin of the University of Wisconsin. "Each student whose marks 
or grades enter into this study has been assigned an individual number. 
.... The student's rank is indicated by placing his number above 
the proper grade in the horizontal scale of marks as arranged in the 
accompanying chart" (p. 15). 

When the range of grading is, for example, from 75 to 100 per cent, 
or from 60 to 100, then an individual's number is placed above the 



14 STANDARDIZATION OF SCHOOLS OF KANSAS 

horizontal line over the grade which indicates his standing. After 
the distribution of marks is made in the charts, the individual numbers 
are divided into three equal groups or divisions called "tertiles." 

Those numbers which occur in the high third in any chart which is 
used for a basis of comparison — for example, between the grammar- 
school English and high-school English — are starred in the high-school 
chart representing the high-school English. That is, if a certain number 
occurs in the first chart in the high tertile it will be starred in the second 
chart with which it is compared, no matter in which tertile it there appears. 
The numbers appearing in the original chart in the lowest third have a 
minus sign attached in the second chart, which indicates that originally 
this number had appeared in the lower tertile, no matter in what tertile 
it occurs in the second chart. The numbers within the original middle 
group appear in all cases in the second chart with which the first chart 
is compared without any signs attached. 

By this scheme it is possible to trace out any individual pupil as 
he passes from one institution to another, for illustration of which see 
sec. I in chap. iii. It is also possible to find his exact place within any 
tertile at any time. Through this number scheme of charting it is a 
simple matter to determine the percentage of retention of any group as 
a whole between one institution and another. 

The tertile division was used for several reasons. When the divi- 
sions are too many the perpendicular broken lines are likely to fall on 
the median or are hkely to fall in columns where persons in a higher and 
lower tertile have really the same standing. The tertile grouping is 
more economical, and sufficiently accurate for a basis of measurement; 
and where a three or four or five estimate is used in grading the terdle 
grouping is large enough and even better than a fine division. 

It is better to place those who have the highest average at the top 
of a particular column which indicates the same integral per cent, because 
in some cases when the groups are divided it is necessary to divide the 
column by a broken line. Wherever averages have been used, those 
having the highest fraction of any one integral percentage are usually 
placed at the top of the column.^ But where only a final grade, for 
instance in the first year of the high school, is available, it is not possible 

' That is, where it is necessary to use a broken line in dividing the tertiles it is 
fairer to put the pupils with the higher average in the higher group. In such a chart 
as No. 3, the column over go per cent was proportionately divided. This was done 
in instances when there was practically no difference between the standings of the 
pupils in the column considered. 



STATEMENT OP THE PROBLEM AND METHODS 



15 



to differentiate so closely in a column of figures which may appear over 
86 per cent, for example. 

In case letters or figures were used for marking the standings of 
pupils these have been reduced to a percentage basis and then charted. 
Where there are only several estimates made in a scale of grading and 
when the number of cases being considered is large, it makes the columns 
high. So that it was necessary to break up these columns in the chart- 
ing and use an accompanjdng graph to represent the actual distribution 
of the marks in a given subject. The broken horizontal lines in this 
case indicate the number of persons receiving any one grade, and the 
graphs are reduced in size when the original is too large to be printed. 
A very few charts appear which represent absolute estimates rather 
than relative standings. 

A composite of 23 high schools has been used where a small number 
of pupils from each high school were represented in the same college. 
It was ascertained from the principals what percentages used by these 
various high schools would be equal to the i, 2, 3 used in the college. 
These percentages when translated mto the i, 2, 3, forms, were charted 
and compared with the standings of these same individuals in the college. 

The tertile tables used contain a summary of the percentages of 
retention. The following is a type of those used later on in chap. iii. 



7 
t 
-b. 

a 
r 
a 
d 
e 


History School 


5 8tli 


Grade 




1 


2 


3 


^ Tertile 
Hetention 


1 


22 


11 


4 


99.45 


2 


11 


15 


12 


39.49 


3 


4 


12 


2i 


56.75 


Total Retention 


51.78 



A brief general description will here suffice, for these tables will be 
explained in fuller detail as they appear in the later discussion. The 
number 22 in the first table indicates that 22 persons who were in the 
first tertile of the group in the seventh grade in history remained in the 
first group or tertile in the history work of the eighth grade, or that 
there was a retention of 59 . 45 per cent of the high group. The number 
II indicates that 11 of the pupils who originally were contained in the 
first group fell to the second group in the eighth-grade history work, 
and the 4 indicates that 4 persons who originally stood in the first tertUe 
in seventh-grade history fell to the third group in the eighth-grade 
history work. By reading diagonally across the table, the numbers 22, 



i6 



STANDARDIZATION OF SCHOOLS OF KANSAS 




t— 1 


B 




F! 


^ 


U 


<; 


bO 


^ 


-^ 


n 


bU 


< 


O 



Q -3 



STATEMENT OE THE PROBLEM AND METHODS 1 7 

15, and 21, the number of pupils retained in each tertile is ascertained. 
Or if 22, 15, and 21 are each divided by the equal number representing 
the three groups, the respective percentages of retention for each tertile 
are ascertained, namely, 59.45, 39-49, and 56.75. By such a table it 
is easy to summarize the retention of each tertile when any two charts 
are compared. This is designated as the "tertile method." 

A supplementary device may be used for comparing the retention 
when three institutions or three years' work are involved. It is the use 
of a diagram which shows just how many pupils are retained within the 
original group in which they began, and also shows the nature of a pupil's 
progress after beginning work in any one year or in any one institution. 
Diagram I is an actual case, but the charts of this diagram are not 
included in this study. 

The diagram has the advantage of showing which way the original 
group as a whole either progresses or declines. It indicates not only 
the final classification of the groups, but it indicates the quality of 
pupils who constitute the groups. The rectangles at the bottom of 
the diagram show that there were originally 53, 52, and 53 pupils in the 
high, middle, and low thirds in an averaged sixth-, seventh-, and eighth- 
grade Enghsh. The dotted Hues leading from the first rectangle show that 
39 of the 53 pupils who originally were classified in the high third rose 
to the high third when an average of the four years' high-school English 
was used; that 10 pupils fell to the middle third, and that 4 pupils 
fell to the third group in the high-school work; when the high-school 
English was compared with the first-year college English, 32 pupils 
out of the 39 who are retained between the grammar school and high 
school, are further retained in the high third of the college. By following 
the heavy dotted line leading from the high third it will be observed 
that 32 pupils out of the 53 originally in the first tertile held that place 
throughout the three institutions. By following the heavy continuous 
line representing the middle group, or third, it may be observed that 
out of the 52 pupils who originally began in the middle tertile 14 passed 
straight through in the three institutions. By following the broken 
line it may be seen that 23 pupils out of the original 53 in the upper 
tertile have passed through without deviating from the high group. 
It will be easy to trace the pupils from the second year, or the second 
institution, as the case may be, to the third year or institution, if it will 
be noted that the lines fall in groups of three at the top of the diagram. 
By a glance at any of the diagrams it may be noted that comparatively 



i8 



STANDARDIZATION OF SCHOOLS OF KANSAS 



few pupils pass from one extreme to another. This fact may be seen 
also from the tables that accompany diagrams II, III, IV, V. 

The second general method used in the following comparisons is 
designated as the "modified median method." The retention is ascer- 
tained by finding the average of the percentages of those pupils in the 



Hajne -- 


(Pupil Ho. 32) 










( 'OljElem Sob. Ho 5' 


(•07)H.S.No.5 


ClDCollege No. 2 


Arith 


eth 


7th 


8 th 


Math 

i 


Fr. 


So 


JU.I 

1 


Se 


Uath. 


Fr 


So j Ju.j Se. 1 




95 
100 


88 
57 
90 

fl9 


93 


9. 


1 


81 
87 


84 
92 






Read. 




95 

95 


Lat. 1 1 I 


Lat 










Gram. 




93 

T9 


90 
66 


Eng. 


86 


86 85 


87 


Eng 


84 


93 

85 














Ger. 




88 


91 
78 




91 
95 


82 
87 










M 




Phys. 






89 




Phjrs 
Sci. 










Hist. 


93 

an 


90 
77 


Hist. 




88 






Hist. 




89 
64 






BhyBlol 






Bot. 


92 








' Biol 
Soi 











high and low groups of one year's work or in one institution who in the 
successive year's work or institution remain above or below the median. 
The final conclusion will be stated in terms of this method. 

A very simply arranged card was printed for the purpose of pre- 
serving the records collected. The above card is an exact duplicate of 
pupil number 32. 



CHAPTER III 

COMPARISON OF THE RELATIVE STANDING OF PUPILS IN GRAMMAR 
SCHOOLS, HIGH SCHOOLS, AND COLLEGES 

Chap, iii includes an extensive and detailed statement of the com- 
parisons made on the basis of marks. Because of the length of this 
chapter and because of the many charts presented, it was thought 
advisable to give the separate conclusions at the close of each section. 
The more general conclusions growing out of these comparisons have 
been brought together in a summary way in chap. iv. 

For convenience of treatment the comparisons in chap, iii, as has 
been indicated in chap, ii, have been divided into five sections. 
Necessarily there is some overlapping in the data used in these different 
sections. The first one is a comparison of the standing of pupils within 
the grammar school itself; the second, a comparison of the standing 
of pupils within the high school itself; the third, a comparison between 
the standing of pupils in the grammar school and high school; the 
fourth, a comparison between the standing of pupils in high school 
and college; and lastly, a comparison of the relative standing of a 
limited number of the same pupils who had attended all three institu- 
tions — namely, grammar school, high school, and college. 

The reasons for making these separate comparisons are probably 
self-evident. The writer believed that it would be of some importance 
to know what is the actual relative standing of pupils within any one 
institution itself. On the basis of such knowledge as this it would be 
easier to conclude what ought to be expected to be the relation between 
different institutions. 

In connection with each chart presented, certain significant facts 
will be pointed out, as, for example, the range of the scale of grading, the 
different forms of the distribution of marks over the scale, the shifting of 
groups as a whole, the interrelation of subjects within the same institution, 
the relation between grammar school and high school based upon a compari- 
son of different subjects, the relation also between the high school and college, 
noting in what cases the percentage of retention is the highest. Not all 
of these points will necessarily be taken up in each chart and section, 
but those which have especial significance will be briefly discussed. 

19 



20 STANDARDIZATION OF SCHOOLS OF KANSAS 

SEC. I. GRAMMAR-SCHOOL COMPARISONS ONLY 

Briefly stated, the object of this first section is to determine what 
is the correlation within the grammar school itself on the basis of 
comparisons made between single subjects. This has been used as a 
sort of check experiment for the later comparisons between different 
institutions. The first part of sec. I is a comparison between the 
standings of pupils in the same subjects but in successive years. 

The charts numbered from i to lo in sec. I represent the distribu- 
tions of marks received by pupils in the seventh and eighth grades in 
the subjects of English, history, and arithmetic in schools No. 5' and 
No. 7'. Some references will be made also to charts used in following 
sections.^ 

The groups of pupils in the charts are all divided into tertiles as 
nearly equal as possible. This fact holds throughout this thesis with 
the exception of a very few charts which have been constructed upon 
the basis of absolute marks. 

Chart I shows the distribution of marks given in the eighth-grade 
history of 112 pupils. There are 37 pupils in the high tertile or group, 
38 in the middle tertile, and 37 in the lower tertile, or division. The 
numbers that are starred in this chart indicate that originally these 
same numbers represented individuals who stood in the high third of 
the seventh grade. Those numbers accompanied by minus signs indi- 
cate that originally these same individuals appeared in the lower third 
in the seventh-grade history work. Those figures which are not 
accompanied by any signs indicate individuals who were found in the 
middle group of the seventh-grade history work. 

The percentage of retention in the upper tertile is easily ascertained 
by dividing the number of starred individuals in the second chart who 
remain in the upper third or tertile by that number of individuals who 
were in the original chart within the high group. For example, in 
chart 2 there are 37 pupils within the high group. In chart i, as shown 
by the starred numbers, 22 of these same pupils remain in the high 
third of the eighth-grade history. When 22 is divided by 37 the reten- 
tion is found to be 59.45 per cent for the high group. The retentions 
for the other tertiles may be obtained in a similar way. 

' The records from No. 7' were difficult to secure for both the seventh and eighth 
grades. In school No. 5' records were available for a number of years back. The 
records for school No. 5' used here extend from 1902 to 1907; SS graduates are repre- 
sented from 1907; 29 from 1906; 30 from 1905; 17 from 1904; 2 from 1903; and i 
from 1902. 



COMPARISON OF RELATIVE STANDING OF PUPILS 21 

Above each chart the percentages of retention appear in whole 
numbers. In such summary tables as I, II, for example, the retention 
is carried out to two decimal points. By reading diagonally across the 
table, the numbers 22, 15, 21, for example, it is always possible to see 
at a glance the number of pupils who are retained within the respective 
tertiles. 

In case anyone desires to do so, he can readily follow out the career of 
a particular individual hy means of the number which represents that 
pupil. In charts i and 2, number J4 retains not only his position within 
the high group of the eighth- grade history, but he retains the same absolute 
per cent. Number 60 retains the same absolute grade within the middle 
group of the eighth-grade history. Number 4 passes from high third to 
low third, and number 10 from low third to high third. Any individual 
may in this way be followed out in all, or in any, of the successive charts. 

Some further details of the charts may be pointed out. Those from 
I to 10 show that there is some variation in the distribution of marks 
over the scale used, not only when the two schools, No. 5' and No. 7', 
are compared but when the distribution of marks within the same school 
in different subjects are compared. 

In charts 5 and 9 or charts 3 and 8 it may be seen that the range of 
the scale varies, being in school No. 5' from 75 to 100 per cent and in 
school No. 7' from 60 to 100 per cent. The effects of probably a too 
extensive range of marks are illustrated in chart 5 as compared with 
the more successful grouping in charts 1-4 and g, 10.^ 

It may be noted at a glance that although the same pupils are 
involved in both subjects they are as a group graded distinctly higher 
in history and in arithmetic than in English. And this holds true of 
both the seventh- and eighth-grade work. For illustration of this fact 
refer to charts 1-4, and 9, 10. This same tendency obtains in charts 
38, 46, 48, used later on, which include in the 212 pupils there compared 
the same 112 pupils in these earlier charts. So that the same tendency 
obtains with an increased number of pupils from this same school. 
Whether such an arrangement of grouping as this noted above is just to 
the pupils is a question which will be raised again. 

While there is a tendency toward a normal distribution of grades 
in such charts as No. 3 and No. 4, yet in such charts as No. i and No. 9 
there is a considerable "skew" in the curve of distribution toward the 

' While 60 per cent is the minimum grade in any one subject in school No. 7', 
yet an average of 70 per cent in all of the subjects is required for promotion to the high 
school. In school No. 5' it is not customary to average all the subjects together, and 
the required grade for promotion must be made in each subject respectively. 



22 



STANDARDIZATION OF SCHOOLS OF KANSAS 



top of the scale. All of the charts 5, 6, 7, 8 show a decided skew toward 
the higher end of the scale of marks. Unused marks in the scale occur 
quite frequently. Although the actual range of grading is supposed to 
begin with 60 per cent as the lower Hmit, there are very few marks 
appearing below 75 per cent. It might conceivably be answered that 
if the number of pupils to be considered were much larger than this, 
then these gaps would be filled up, and this is true in a partial sense. 
But chart 55 in an advance section includes these same pupils in a group 
of 270, and although some of the gaps are here filled up, comparatively 



Hlatsry 
School Mo. 5' 

8th Grade 


-J 


Ene 
Soi 
8tl- 


liBh 

ool No. 5' 

Grade 


a 
■.J 


English , 
School No. 7 
8th Grade 




1 


?, 


^ 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


;i 


?? 


11 


4 


59.45 


?? 


8 


6 


«2.76 


14 


8 


4 


S3. 84 


? 


n 


1^ 


IP. 


39.49 


11 


17 


10 


44.84 


10 


10 


6 


35.74 


i 


4 


IP, 


n 


$S.7S 


3 


13 


31 


56.75 


2 


8 


J« 


61.53 


Tot. Ret. 


51.78 


Tot .Ret. 


54.46 


lot .Ret. 


51.28 




Table I. 

Showing retention 
between seventh and 
eighth erade work. 



very few are to be found below 75 per cent. One question which this 
provokes is: What effect does this have upon the percentage of reten- 
tion ? This point will be raised later on. Table I is a summary of the 
percentages of retention in dealing with a comparison of the relative 
standing of pupils between the seventh- and eighth-grade work, according 
to the tertile method of grouping. 

There is some difference in the percentage of retention between the 
two schools No. s' and No. 7' in arithmetic. The higher percentage of 
retention in school No. 7' in arithmetic at first thought argues for a some- 
what closer correlation between the seventh and eighth grades. But it 
may be the effect of the wide range of a too detailed scale of grades used. 
From table I it may be seen that the correlation is the higher between 
seventh- and eighth-grade Enghsh in school No. 5', but that the correla- 
tion is the higher between seventh- and eighth-grade arithmetic in 
school No. 7'. 



COMPARISON OF RELATIVE STANDING OF PUPILS 23 

Another convenient method for ascertaining the relation between 
the seventh and eighth grades is to determine what percentage of the 
pupils in the high and low group in the seventh grade remain above or 
below the median, respectively, in the eighth grade, and then to find the 
average of these two percentages.^ 

For the subject of ErigUsh in school No. 5' the retention is 72.97 
per cent for the upper group and 81 .08 for the lower group, the average 
being 77 . 05. In arithmetic it is 72 . 97 per cent for the upper and 62.16 
for the lower group, the average being 67 . 56. In history, for the upper 
third it is 81 . 08 per cent, and 78.37 for the lower third, the average being 
79.76. 

For the subject of English in school No. 7', the retention by this 
same method of comparison is found to be 69.23 for the upper third 
and 84. 23 for the lower third, the average being 76. 73. In arithmetic 
it is 80 . 74 for the upper and 69 . 23 for the lower third, the average being 
74.98 per cent.^ 

The percentage of retention is the highest in the subject of history 
in school No. 5' in terms of method No. 2, namely, 79+ per cent. In 
school No. 7', it is highest in the subject of English, the average of the 
high and low third being 76+ per cent. 

These results indicate that there is a retention of at least 75 per cent 
in the majority of the subjects compared, in terms of the average of the 
percentages of those pupils in the upper and lower tertiles who remain 
above or below the median. 

By the use of these same charts a brief comparison was made between 
the standings of the same pupils in different subjects in the same year. 

Since the subject of English was used as the basis for the majority 
of comparisons, it seemed worth while to find out by a few comparisons 
whether pupils have a tendency to be equally good in all subjects, or 
whether pupils who are good in English might show quite a different 
amount of capacity in other subjects. If the pupils who take English 
do equally well in the other subjects then the frequent use of English as 
a basis of comparison in this thesis will appear somewhat more justifiable. 

Chart 4 representing seventh-grade English is compared with chart 
2 representing seventh-grade history. Chart 3, or eighth-grade English, 
is compared with chart i, or eighth-grade history. Eighth-grade 

' For definition of median, see Professor Dearborn's Bulletin on Relation of High 
School and College, p. 17. 

' For convenience the first method of comparison used will be referred to in this 
thesis as the method No i, or the "tertile method"; the second method used will be 
referred to as method No. 2, or the "modified median method." 



24 



STANDARDIZATION OF SCHOOLS OF KANSAS 



English is compared with eighth-grade arithmetic, and seventh-grade 
English with eighth-grade arithmetic. These are the same 112 pupils 
in all cases, but the correlations are not shown in separate charts from 
those used in the first comparisons. 

The percentages of retention for this comparison are shown in table 
II. The retentions for charts 4 and 2, for example, are as follows: 54.05 
per cent for those in the high third in the seventh-grade history. The 
percentage of retention for the lower third is 56.75, and the total is 
51.78 per cent. That between the eighth-grade English and eighth- 
grade history is a total of 53 . 57, and that between eighth-grade English 
and eighth-grade arithmetic is a total of 52.67 per cent. While that 
between seventh-grade English and eighth-grade arithmetic is lower 
than the others, it is high enough to be significant. 



1 


Hlst. Soh. K0.5 
7tli Grade 


1 

& 


HiBt.Soh.Ko.5 
Sth Grade 


1 


Arith 
8th G 


Soh.No.E 
-ade 


1 


Axlth.Eoh.lfo.5. 
8th Grade 




1 


?. 


^ 


ler. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


7t> 


1? 


.■i 


S4.03 


21 


13 


3 


56.75 


ZZ 


11 


4 


58.45 


x; 


23 


e 


6 


*2t2i 


?, 


10 


17 


w 


44.73 


11 


16 


11 


42.10 


11 


19 


11 


42.10 


11 


14 


13 


36.05 


5. 


7 


9 


7\ 


Ftr'7^ 


5 


9 


23 


62,76 


4 


2 


2a 


S6.76 


3 


16 


le 


48.64 


rot. Ret. 


51.78 




Tot. Ret. 


53.57 




Tot. Ret. 


52.67 




Tot .Ret. 


49.10 



TABLE II 
Showing the retention of pupils between different subjects in the same year. 

In table II the total retention between the seventh-grade English 
and the seventh-grade history is the same as is the total retention in 
table I between seventh-grade history and eighth-grade history — namely, 
51.78 per cent. The total retention when different subjects are com- 
pared is above 50 per cent, and if the previous method of comparison 
other than that of the tertile grouping is used, the retention here again 
would be about 75 per cent. And so from this Hmited comparison of 
112 of the same pupils in different subjects the result is that a large 
number of those who do well in one subject are likely to do well in 
another subject, and that those who do poorly in one subject will be 
likely in large numbers to do poorly in another subject. 

It may be seen from table II that there is very Httle difference 
between the retention in the seventh-grade English and seventh-grade 
history, between the eighth-grade English and eighth-grade history, 
and between the eighth-grade EngHsh and eighth-grade arithmetic. 
The total retention for the eighth-grade English and eighth-grade his- 
tory is a httle higher than is the total retention for eighth-grade Enghsh 
of the same pupils and eighth-grade arithmetic. 



COMPARISON OF RELATIVE STANDING OF PUPILS 



From both of these comparisons, then, between the same subjects in differ- 
ent years, and between different subjects in the same year, within the grammar 
school, the results show a retention of about j^ per cent in terms of the aver- 
ages of the percentage of those pupils in the high and low groups who hold 
their places above or below the median. 



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28 STANDARDIZATION OF SCHOOLS OF KANSAS 

SEC. II. HIGH-SCHOOL COMPARISONS ONLY 

The object in making the comparison within the high school was 
the same analogously as that stated for the comparison of the pupils 
within the grammar school. This first part of the comparison between 
the standings of pupils in different years and within the same subject 
was made in order to determine if possible the retention from year to 
year within the high school itself. For in order to be able to make any 
judgments as to what we should expect the retention to be between 
different institutions — as for example, between the grammar school and 
high school — ^it will be valuable to know what the retention is between 
the different years within the high school. 

A very few comparisons have been made with respect to the relative 
standing of pupils between different subjects pursued within the high 
school during the same year. This will enable us to see whether the 
pupils who stand well, or mediocre, or poor, as they pass from one year 
to another within the same subject, also stand respectively the same 
in other subjects. 

Charts 11-38 represent the marks of pupils in three different high 
schools in the subjects of English, Latin, and mathematics. The sub- 
jects are charted separately for the different years. English is traced 
throughout three years; that is, the standings of pupils in the first- 
year English are compared with the standings of the same pupils in the 
second year. The standings then of these pupils in their second year 
of high-school English are compared with their standings in the third- 
year English. In mathematics and Latin the comparison is made 
between only two different years of work, because reliable records were 
not available for a longer period of time. After the distributions in the 
different high schools were effected a composite was made for these 
subjects in the respective schools. It will be noted in charts 11, 12, 13 
of school No. 8 that the range of the scale of grading differs from that in 
schools Nos. 5 and 9. But since so few individuals appear below 75 
per cent it was thought unobjectionable to composite the three schools. 

Some of the results of the first part of the comparison will now be 
discussed. In looking over charts 11-22 the distribution of the groups 
throughout the scale of grades is interesting, but one is tempted to ask 
whether it is justifiable. In general, the pupils are graded as a group 
somewhat lower in the Sophomore year than they are graded in the 
Freshman, and again somewhat lower in the Junior than in the Sopho- 
more year. If the group is to be shifted at all — and it should be kept 
in mind that this is identically the same group throughout in each 



COMPARISON OF RELATIVE STANDING OF PUPILS 29 

school — might it not better have been done in the opposite direction ? 
Is this to be accounted for by the fact that pupils do poorer work as 
they advance; oris it due to a different standard of grading; or is it 
due to the fact that only a part of all the students who took the work 
at any one time are here represented; or is it to be accounted for in 
other ways ? 

The group in charts 11-13 starts, as is seen in chart 11 with a mode 
about 90, becomes somewhat bimodal in the second year, with a minor 
mode at 83; this second mode is then shifted to 78 in the Junior year. 
The retention of pupils in their relative positions remains high despite 
the changing in the total appearance of the group, as may be seen in 
table III. . 

■ This same sort of shifting of the groups which has been pointed out 
in the charts 11-22 representing the marks in English also occurs in a 
general way throughout the Latin and mathematics work, as shown in 
the charts from 23-38. The distribution of the groups in the subject 
of Latin toward the lower end of the scale is clearly noticeable in schools 
Nos. 9 and 5, shown in charts 26 and 28. One-third of the pupils in 
chart 28 appear between 75-78 percentages inclusive in a scale from 75- 
100; and in "chart 26, one-third between 75-79 percentages inclusive; 
and there is a peculiar bunching of grades in charts 23-26. In the sub- 
ject of mathematics, school No. 8, as was the case in Latin, shows 
probably the least variation in its grouping of the same pupils in the 
Freshman and Sophomore years. As may be seen by comparing charts 
33-34 with charts 31-32 and 35-36, a bimodal division in general is 
noticeable in the charts for mathematics, with some tendency to a rec- 
tangular distribution of grades. 

Turning to the composite charts in English represented by Nos. 20, 
21, 22, and also to the composite charts in Latin represented by Nos. 
29 and 30, or to the composite charts in mathematics represented by 
Nos. 37 and 38, it may be seen that the grouping in the marks of suc- 
cessive years of the high school after the first year is always toward the 
lower end of the scale. But the variation is more extreme in the case 
of mathematics and Latin than in the case of English. 

There is much discussion about the pupils of high schools being dis- 
posed to drop certain subjects because they prefer other subjects. Is 
it possible that the facts shown in such a chart as 30 or 38 explain some 
of the tendencies of pupils to drop certain subjects ? What explanation, 
fair to the pupil, is to be offered in view of the different distributions 
of the groups in the subject of Latin as shown in charts 38 and 30? 



30 STANDARDIZATION OF SCHOOLS OF KANSAS 

Is this sort of grouping due to the difficulty of the subject itself ? Is it 
due to the dulness of the pupils ? Is it due to the fact that the subject 
is not taught as well in the second year ? Is it due to a radically dififer- 
ent standard of grading ? Or is this shifting of the group to be explained 
apart from such factors as these? The facts, at any rate, justify an 
insistence on some sort of legitimate explanation. 

The sort of distribution of grades in charts 25 and 26, and also in 
27 and 28, might well enlist the attention of classical teachers who are 
interested in having the classics maintain their position in the high-school 
curriculum. What more effective means or ways could be found for 
discouraging pupils from pursuing further work in Latin than that 
employed in school No. 5 ? It is very improbable that there is any 
reasonable justification for handling pupils in such a manner as this. 
Although the students have kept the same rank in relation to each other 
to a fair extent, the absolute grade of a large number of pupils has been 
arbitrarily dropped in the second year's work. I say arbitrarily advis- 
edly, because on what grounds can it be assumed that a group of this 
size, of over 200 pupils, as a group is less fitted for the work after a 
year of prel'minar/ study than at the start? Since as a group their 
standards of work and effort have not changed, most probably it is 
merely an arbitrary change in the teachers' standards. The student 
who receives a considerably lower grade with the same expenditure of 
effort, and does not appreciate that his rank in the group has not changed 
materially, might very well conclude that Latin was not his forte and 
consequently drop it. 

By referring to charts 40, 47, and 50, which appear in a later section, 
it may be seen that there is a difference in the distribution of grades 
in the Sophomore English, history, and mathematics. This group of 
212 pupils shifts about from a skewed distribution in English toward 
the bottom of the scale up to a rather skewed distribution toward the 
top in the subject of history, and finally with a rather equal distribu- 
tion of marks over the scale in the subject of mathematics. The modes 
in chart 50 are noticeably different from those in charts 40 and 47. The 
very frequent bimodal division occurs in chart 50 with a large number 
of marks over the lower limit of the scale. 

The percentage of retention between the first-year and second-year 
English work in charts 11 and 12 for school No. 8 may be seen by refer- 
ring to table III. The retention is higher between the second and third 
year of English than it is between the first and second year. One 
explanation of this may be that students upon entering the high school 



COMPARISON OF RELATIVE STANDING OF PUPILS 3 1 

need part of the first year to get accustomed to the new order of studies 
and practices. 

Charts 14, 15, 16 represent the standings of pupils in a large high 
school not in Kansas.^ The total retention in school No. 9 between the 
second and third year is higher than is the total retention between the 
first and second year of English. This is similar to the case above in 
school No. 8. The retention between the second and third year is 
higher, however, in the case of school No. 8 than in school No. g. This 
may be due to the fact that the pupils in the former school are likely 
to have fewer distractions from school work. It may be that a more 
select group of pupils has been used than were chosen from the other 
schools, respectively. The retention in school No. 8 is also higher than 
in school No. 5. One probable reason for the lower retention in school 
No. 5 may be the crowded and cramped conditions of the schools, and 
consequently this involves something of the general administration of 
the school.^ If we compare the table of charts 12 and 13 with the table 
of charts 18 and 19, however, we can get a measure of the progress from 
one tertile to another. For example, in school No. 8 eight pupils go 
from the lower third to the middle third in the Junior year and one pupil 
goes to the high third, while in school No. 5 twenty-eight pupils out 
of the lower third in the Sophomore year go up to the second third in the 
Junior year and five go up to the high third. So that measured in 
terms of progress made by pupils, high school No. 5 stands propor- 
tionately higher than high school No. 8 on the basis of a single subject. 

Table III shows in the composite charts for English that the reten- 
tion is higher between the Freshman and Sophomore year than between 
the Sophomore and Junior year. This is just the opposite of the results 
found in comparing the schools separately. But in these composite 
charts a group of pupils were taken from school No. 5 that were not 
originally included in this separate school comparison. So that this is 
one probable explanation of this higher retention between the first and 
second year, namely, that this later-added group of pupils were better 
adapted to the standards of the school and in particular to those of the 
individual teacher .^ 

' The graduates from school No. 9 are all from the school year of 1908-9. Some 
of them are mid- year graduates and some of them June graduates. 

= The graduates who compose charts 17, 18, 19 are scattered from the years 
1905 up to and including 191 1. 

3 Such an adaptation as this may sometimes involve the changing of the previous 
standards, but if it brings more profitable results why would this not be a legitimate 
procedure ? 



32 



STANDARDIZATION OF SCHOOLS OF KANSAS 



From the tabulated results of the comparisons made between the 
same subjects in the different successive years, as shown in table III, it 
may be seen that the total retention is for the majority of the schools 
between 50 and 60 per cent according to the tertile method. The total 
retention for Latin between the first and second year of the high school 







Table III, showing relative stanilnga of H. S. pupils 
same subjects in different years. 


within the 


(J 
£ 

i 
& 

+» 

i 
,1 

I 


H.S.-Io.e-ChartB 
11,12. 


P. 

8 


H.S.Eo.a- 
OiartB 12,13. 


Ml 


E.ff.Ho.9 
Charts l4,15 


i 


H.S:.Uo.9 

OhartB 16,16 . ^ 


S-bph. Enfi. 


Jun. Ens. 


SSiph. Ens. 


Jun. Ens. 




X 


Z 


3 


ler. 
Bet. 


1 


2 


3 


ler. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


23 


12 


o 


66.66 


33 


8 


1 


78.57 


32 
16 


16 
21 


, 6, 
17 


60.39 
38.88 


33 


12 


8 


62.17 


2 


13 


18 


11 


42.86 


8 


26 


8 


61.94 


14 


29 


11 


53.70 


a_ 


1 


la 


29 


69.04 


1 


8 


33 


78.57 


5 


17 


31 


58.49 


6 


13 


34 


64.13 


Tot. Ret. 


59.52 


Tot. Ret. 


73.01 


Tot. Ret. 


52.50 


Tot. Ret, 


60.00 


H.S.H0.5 
CHarts 17,18 


i 

6° 


H.S.Ho.6 
Chc.rtB 18,19 


1" 

fR 


Composite of h 
S-Charts 20,21 


i 

i 


Compoeite of H 
S- Charts 21,22 


SSph. Enc. 


Jun. Ens. 


Soph. EnK. 


Jun . EnR . 




1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


ler. 
Bet. 


1 


2 


3 


Ter. 
Het. 


1 


2 


3 


Ter. 
Ret. 


1 


40 


22 


9 


56.33 


61 


16 


4 


71.83 


136 


55 


20 


S4.45 


13i 


69 


21 


62.08 


2 


23 


^b 


22 


35,71 


16 


29 


26 


41.42 


61 


84 


66 


39.76 


62 


81 


68 


38.86 


3 


3 


23 


40 


56.33 


^ 


28 


38 


53.62 


14 


72 


128 


59.24 


13 


71 


122 


57.31 


Tot. Het. 


49.62 


lot, Ket.l 55.66 


i'o. 


t.Het. 


54.50 


Tot. Het. 


52.76 


H.S.Jo. a 
ChartB 23,24 




E.S.lIo.9 
Charts 25,26 


Hi 

- ij 


H.S.No.5 
Charts 27,28 




Composite H.a 
Nob. 8,9,5,0 
Charts 29,30 


—fS: 


X, Lat 




Soph. Lat. 


Sioph. Lat. 


Sooh. Lat. 




i- 


^ 


i 


I.H«t 


1 


2 


3 


T.Ret 


r- 


2 


3 


T.Eet! 


1 


P 


3 


T.Ret 


1 


30 


1 





79.47 


19 


7 


B 


61.29 


47 


18 


7 


65.28 


307 


3R 


14 


68.58 


2 


7 


19 


12 


50.00 


10 


13 


7 


43.33 


20 


28 


?,5 


31,36 


47 


7? 


36 


45.80 


3 


1 


11 


26 


68.42 


2 


10 


19 


61.29 


6 


27 


40 


55.55 


13 


AR 


.R 


60.89 


:'ot. Bet. 


65.78 


To :.Bet. 


54.83 


tT 


.Ke-t. 


52.99 


To ..Ret. 


H.S.U0.9 
Charts 31,32 


5 


H.S.lIo.8 
Charts 33,34 


5 


H.S.No.6 
Charts 35,36 


si 


CSmpoaite H.3". 
Noe . 9,8,5 
Charts 37,38 


1_ 


25 


10 


4 


f.Ret 
64.10 


rj 


2 


T" 


T.Eet 


~ 


2] 


Tl 


T.Ret 


rp 


ua 
3~| 


ta. 
T.Bet 


23 


15 


4 


54.76 


48 


17 


6 


67. 6* 


i?i 


•t? 


'3 




2_ 


11 


18 


10 


46.13 


13 


14 


14 


34.12 


12 


34 


24 


43.57 


49 


91 


57 




J 


3_ 


3 

ot. 


11 
He 


25 

t. 


64.10 
58.11 


6 

rot 


13_ 
.Be 


23 

t. 


54.76 
48.00 


11 

lot 


18 


t. 


59.15 
53.49 


26, 

KTt 


54 

Be 


t. 


59.17 

35.63 



is higher than for either English or mathematics. This may be due to 
the fact that the work done in first-year Latin connects better with the 
second year's work than in the case of the mathematics and English. 

Another method besides the tertile method may profitably be used 
in showing the percentage of retention of pupils between the different 
years of the high-school work. It is the method, already indicated in 
sec. I, of finding the average of the percentages of those pupils in the 



COMPARISON OF RELATIVE STANDING OF PUPILS 33 

highest and lowest tertile of a group in one year of the high school who 
remain above or below the median, respectively, in the advance year's 
work. For illustration, in chart 1 1 there are 42 pupils in the higher and 
lower thirds, respectively. The median in chart 12 occurs at about 89. 
Of the starred people who come from the high third in chart 11, 37 
remain above this median. If 37 is divided by 42, the retention for the 
upper third is 88.09 P^^ cent; and for the lower third it is also 88.09 
per cent. The average of the retentions of the upper and lower third in 
this case is then 88.09 P^r cent. 

Now on the basis of this method number two, or the modified median 
method, there is a retention of about 80 per cent in the comparisons made 
between the different subjects within high school No. 5; of about 85 per 
cent in school No. 8; of about 75, in school No. 9. For actual percentage 
see footnote below. ^ When the composite charts for the subjects of Eng- 
lish, mathematics, and Latin are considered, the percentages are similar.* 

It was thought that it would be suggestive to try out a few compari- 
sons between the different subjects within the high school, as was done 
within the grammar school. In the comparison of the grammar school, 
high school, and college, later on in this thesis, it will be observed that 
the subject of EngHsh is largely used as the basis, and chiefly because 
no other subject is likely to be studied so continuously for a perod of 
years. In view of using English as the basis of comparison, it seemed 
desirable, as indicated above, to make some comparisons between the 
standing of pupils in English and their standing in other subjects. The 
comparisons here made are very brief and will need to be carried farther 
in order to get conclusions that will be valid in any extensive way. 
However, the groups considered are large enough to be suggestive at 
any rate. 

* The actual percentage of retention for school No. 5 between the first- and second- 
year English is 76.05; between the second- and third-year English, 80.84; between 
first- and second-year Latin, 81 . 24; and between first- and second-year mathematics, 
76.80. In school No. 8, between first- and second-year EngHsh, 88.09; between 
second- and third-year EngHsh, 90.47; between first- and second-year Latin, 86.83; 
between first- and second-year mathematics, 71.42. In school No. 9, between first- 
and second-year English, 72.63; between second- and third-year English 75.45; 
between first- and second-year Latin, 70.96, and between first- and second-year 
mathematics, 87.17. 

' In the composite charts of the three schools the actual percentage of retention 
between the first- and second-year English is 78.40; between second- and third- 
year English, 79.38; between first- and second-year Latin, 82,04, and between first- 
and second-year mathematics, 75.50. 



34 



STANDARDIZATION OP SCHOOLS OF KANSAS 



Table IV shows a summary of some comparisons made m the sub- 
jects of English, Latin, science, mathematics, and history. Most of the 
pupils considered are represented in school No. 5. The charts are not 
presented in this thesis. 

While it would be more significant to compare the results of science 
and mathematics to that of English and mathematics within the same 
school, yet it is of some importance to note that the relation between 
science and mathematics in school No. o is somewhat closer than that 
between English and Latin in school No. 5, and also closer than between 
English and mathematics in school No. 5. As table IV shows, the relation 





H. 8. Mo. 5 




H. S. Mo. 6 


1 


H. S. Mo. 6 


i 


H. S. MO. 9 


Fresh. Ml 


ith. 


Fresh. Lat. 


soDh. m 


LBt. 


Jfreeh.. Eath. 




; 


2 


3 


Ter. 
Het, 


). 


2 


9 


Tar. 
ReH. 


I 


2 


3 


Ter. 
Re^, 


I 


2 


3 


Ter. 
Ret. 


V 


ST 


22 


i'.s 


62.11 


^ 


14 


19 


62,29 


?9 


29 


9 


64,92 


?? 


12 


8 


62.26 


? 


2? 


2} 


P? 


S?i?B 


ii 


?7 


J? 


49iW 


?^ 


26 


21 


35,71 


19 


27 


16 


60.00 


2. 


10 


26 


M 


60.70 


_2. 


11 


38 


67, J7 


_a 


22 


41 


67,74 


9. 


16 


30 


66»60 


Tot. Ret. 


46.23 


Tot .Bat. 


54.94 


Tot.Het. 


49.62 


Tot. Ret. 


66.26 



TABLE IV 

Shows relation between different subjects within the high school. 



between English and history in school No. 5 is higher than that between 
the English and mathematics. However, the differences in retention 
between these various subjects are not after all so great as to warrant 
the conclusion so often made that the majority of pupils who are either 
good or mediocre or poor are likely to be strongly the reverse in other 
subjects.^ For when the average of the percentages of those pupils 
from the higher and lower tertiles who stay above or below the median 
is secured, the result in the majority of the comparisons made is a reten- 
tion of over 75 per cent.^ 

On the basis of the results of the comparisons made between the same 
subjects in different years within the high school, and on the basis of the 
brief comparisons made between different subjects within the high school, 

^ The above results agree with the conclusion of Walter R. Miles in an article on 
"A Comparison of Elementary and High-School Grades." "The rank which" a 
pupil "receives in any one subject will represent the rank which he receives in all 
subjects" (p. 22). 

^ The actual percentage of retention expressed in terms of the median method is 
for school No. 5, between Freshman Enghsh and Freshman Latin, 78.68; between 
Preshman English and Sophomore history, 77.46; for school No. 9, between Fresh- 
man science and Freshman mathematics, 72.62. 



COMPARISON OF RELATIVE STANDING OF PUPILS 35 

it is fair to conclude that there is in actual practice a retention within the 
high school of approximately 80 per cent. 

The above result is stated in terms of the modified median method. 
On the other hand, based on the results of the comparisons made between 
the same subjects and between different subjects, according to the 
"tertile group" method, there is a retention of at least between 50 and 
60 per cent within the high school itself. 

By means of a diagram it is possible to get another measure of reten- 
tion not necessarily in terms of percentage. Diagram II shows not 
only how many persons are retained straight through three years of 
English work, but it also shows the amount of shiftmg and retention 
that has occurred within the groups — high, middle, or low, respectively. 

Diagram II for school No. 8 shows that 24 pupils went through 
three years' work without going out of the high tertile and also 24 other 
pupils went through the same number of years without goJng out of the 
lower tertile group; 28 pupils out of the 42 in the high tertile of the first 
year's work remain in the high tertile of the second year's work; 12 of 
these same pupils pass down to the second terale; and 2 of them, to the 
third tertile in the second year's work. 

The diagram is simple, providing the reader keeps in mind that 
by a glance it may be seen that the arrangement of the numbers in the 
second year's work, namely, 29, 11, and 2, in the lower tertile indicates 
that 2 pupils have come from the high third, 1 1 from the middle third, 
and 29 from the lower third of the first year's work. The tertiles at the 
top of the diagram are divided into three sections, which may be seen 
and interpreted at a glance. For illustration, the numbers 24, 9, and i, 
representing pupils in the third year, indicate that these pupils have 
come from the lower tertile of the second year's work; 4, 3, and i, or a 
total of 8, have come from the middle group of the second year. 

A convenient means of indicating what happens to any one pupil 
is by the use of figures placed opposite the numbers that represent 
different pupils. For example, let 46-1, 46-1, 46-1 indicate the fact 
that this pupil has maintained his position within the high third of the 
group throughout the three years of work. Similarly, let 24-2, 24-2, 
24-2, or 27-3, 27-3, 25-3, indicate the position of two other pupils in 
the middle and lower groups throughout three years of Enghsh work. 
The following is a summary way of indicating the positions of 126 pupils 
throughout the three years of high-school English. From such a table 
as this it is a simple matter to construct the above-mentioned diagram. 



36 



STANDARDIZATION OF SCHOOLS OF KANSAS 




n Oh 



COMPARISON OF RELATIVE STANDING OP PUPILS 



37 



This tabulated scheme shows not only the standing of the class as 
a whole, but any one individual's relative standing in the three years' 
work can be seen at a glance. 

Both the diagram and this scheme show clearly that proportionately 
more of the upper- and lower-third pupils pass straight through than 



Relation of the 


low-l 


Relation of the 


mid-1 


Relation 


of tne 


hiKh 1 


er tertlle of first | 


die tertile of firat 


tertile 


of thd first 1 


year English to 


sec- 


English to second 


year English to 


sec 


ond^and third year | 


and third year Eng- 


ond and 


third year | 


English 




lish 




English 






24 


3 


3 


3 


29 


2 


2 


2 


46 


1 






5 


3 


3 


3 


31 


2 


2 


2 


72 


1 






103 


3 


3 


3 


50 


2 


2 


2 


74 


1 






112 


3 


3 


3 


70 


2 


2 


2 


79 


1 






120 


3 


3 


3 


101 


2 


2 


2 


47 


1 






125 


3 


3 


3 


106 


2 


2 


2 


49 


1 






4 


3 


3 


3 


114 


2 


2 


2 


71 


1 






105 


3 


3 


3 


68 


2 


2 


2 


80 


1 






109 


3 


3 


3 


94 


2 


2 


2 


51 


1 






58 


3 


3 


3 


107 


2 


2 


2 


76 


1 






13 

118 


3 

3 


3 
3 


3 
3 


35 


2 


?, 




77 
2 


1 
1 






90 


2 


2 




1 


3 


3 


3 


27 


2 


2 




22 


1 






36 


3 


3 


3 


19 


2 


2 




87 


1 






116 


3 


3 


3 


96 


2 


2 




93 


1 






15 


3 


3 


3 


14 


2 


2 


3 


59 


1 






25 


3 


3 


3 


43 


2 


2 


3 


67 


1 






104 
34 


3 
3 


3 
3 


3 
3 


23 

100 


2 


2 


3 

1 


89 
48 


1 
1 






2 


1 


84 


3 


3 


3 


30 


2 


1 


1 


88 


1 






55 


3 


3 


3 


33 


2 


1 


1 


69 


1 






121 


3 


3 


3 


82 


2 


1 


1 


83 


1 






28 


3 


3 


3 


97 


2 


1 


1 


40 


1 






61 
91 


3 


3 


3 


113 
92 


2 
2 


1 
1 


1 
1 


26 
111 


1 






3 


3 


1 


1 




2 


9 


3 


3 


2 


95 


Z 


1 


1 


117 


1 




2 


21 


3 


3 


2 


119 


2 


1 


2 


110 


1 




2 


65 
53 


3 
3 


3 
3 


2 
2 


39 
78 


2 
2 


1 
1 


2 
2 


86 
54 


1 




3 

1 


1 


2 


56 
98 


3 


3 


2 

1 


64 
115 


2 
2 


1 
1 


2 
2 


52 
75 


1 
1 


2 
2 


1 
1 


3 


1 


99 


3 


2 


2 


45 


2 


1 


2 


81 


1 


2 


1 


102 


3 


2 


2 


17 


2 


3 


2 


85 


1 


2 


2 


6 


3 


2 


2 


124 


2 


3 


3 


60 


1 


2 


2 


10 


3 


2 


2 


73 


2 


3 


3 


66 


1 


2 


2 


108 


3 


2 


2 


122 


2 


3 


3 


32 


1 


2 


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is the case in the middle group. It is possible, therefore, to determine 
in many cases what pupils are hkely to do after their first year of high- 
school work by such a graphic scheme as this. For it has been seen that 
a large proportion of the pupils who do well, mediocre, or poor in the 
first year of high-school English are likely to be similarly grouped in 
the other years of their high-school English. 



38 



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STANDARDIZATION OF SCHOOLS OF KANSAS 






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STANDARDIZATION OF SCHOOLS OF KANSAS 









































































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52 STANDARDIZATION OF SCHOOLS OF KANSAS 

SEC. III. THE RELATIVE STANDING OF PUPILS BETWEEN GRAMMAR 
SCHOOLS AND HIGH SCHOOLS 

These comparisons are made largely within each school separately, 
since it did not seem plausible to bring them together clearly in one 
general comparison. While the main purpose is to find out the corre- 
lation between the grammar school and high school through a compari- 
son of pupils in single subjects, yet any facts that may corroborate or 
weaken points already brought out in previous sections relative to dis- 
tribution of marks will also be discussed. Charts 38^-88 inclusive 
represent the distributions of the marks of pupils in the grammar school 
and high school.^ 

Some of the schools here involved did not use the percentage system 
of marking. In such cases, where the number of pupils is large, the 
actual distribution of marks is shown by accompanying graphs, and the 
columns as orginally charted are broken up into convenient forms for 
printing. 

It was impossible to chart separately in tertile groups each of the 
ward schools of the various cities. Consequently a composite chart 
for the ward-school marks is used to represent the grammar school. 
For example, in the first comparison which follows, the high school is 
represented by 5, and the composite of the ward schools of this city is 
numbered 5'. 

The eighth-grade work has been used as a basis of comparison to 
represent the grammar school. But in one city included in this section 
of the discussion there is no eighth grade. Pupils are sent on to high 
school, therefore, after successful completion of the seventh-grade work. 

Some of the marks secured from the high-school records are averages 
of the two semesters; others are marks representing the final standmg 
at the close of the year. The marks used in the eighth grade in case of 
school No. 5' which follow are averages of the estimates made by teach- 
ers throughout the year and of the final examination given at the end 
of the year.^ 

a) Comparisons between grammar school No. 5' and high school No. 5. 
— Sometimes the question has been raised as to whether the relation 
between the eighth-grade work and the high school varies to any con- 
siderable degree in case the comparison is made beyond the Freshman 

^ A repetition of 38 in numbering the charts made it necessary to number the 
above one 38^. 

" The grades of all the ward schools of this city are kept in a centrally located 
building. They cover a period of over ten years. They are preserved in large bound 
volumes, and would furnish a large amount of data for further investigation. 



COMPARISON OF RELATIVE STANDING OF PUPILS 53 

year in the high school. A comparison has here been made between the 
eighth-grade English and between each of the four years separately, 
together with a comparison between the eighth grade and the average 
of the four years' work in high-school English, in order to determine, if 
possible, whether any one year, or whether the average of four years, 
should better be used in trying to measure the efficiency of the relation 
between the two institutions. 

The previous discussions have called attention to the variations in 
the distributions of marks within the same institution, and it may be 
noted that in charts 38^-43 there are frequent variations in the curve 
of distribution. 

The eighth-grade English in chart 38^ tends toward a normal dis- 
tribution with the mode about 90 per cent. Ignoring for a moment 
the characters which accompany the numbers in high-school charts 
39-43, a considerable fluctuation of the groups may be observed. The 
first year of high school in chart 39 has a rather rectangular distribution, 
with the fewer number of marks toward the top of the scale and with 
several modes. The skew toward the lower end of the scale is even more 
marked in the Sophomore and Junior years. And in chart 42 there is 
apparently a somewhat capricious change in the grouping. An average 
of four years' work of English naturally smooths out the irregularities 
in the distribution, as may be seen in chart 43. 

Is the low skew in chart 39 justifiable when compared with the same 
pupils in the eighth-grade English in chart 38^ ? In view of the high- 
school English marks, as charted in the remaining years, one can scarcely 
avoid the conclusion that either this skewing toward the bottom of the 
scale is capriciously done, or that there is some lack of co-ordination 
within the high school itself. Further scientific evidence bearing upon the 
above conclusion could be obtained by making such comparisons between 
the sixth, seventh, and eighth grades as have been made between the 
seventh and eighth grades in sec. I of the previous discussion. 

The distribution of the marks of 181 pupils in eighth-grade EngHsh, 
as shown in chart 44, is somewhat similar in its grouping of students to 
that of chart 38^, from which group of 212 pupils these 181 are taken. 
A more rectangular equalization of marks over the scale occurs in the 
case of the Latin, chart 45. The retention shown in table V indicates 
a closer relation than was found to be the case between the eighth-grade 
EngHsh and the Freshman high-school EngHsh. A legitimate question 
to raise here is. To what extent may this closer correlation between Latin 
and EngHsh be due to the influence of formal grammar work in the 
eighth grade ? 



54 STANDARDIZATION OF SCHOOLS OF KANSAS 

Charts 46 and 47, comparing eighth-grade history with Sophomore 
history, show a skewing of the curves of distribution in the opposite 
directions. This same tendency occurred in the previous charts, 38' 
and 39, comparing eighth-grade English with the Freshman year. But 
the total retention in case of history is several per cent higher than 
in the case of English, either for the Freshman or Sophomore years. 

There is more similarity in the distribution of marks between charts 
48 and 49 than there is between charts 48 and 50. It may be noted, 
however, that the higher end of the scale is used in the eighth-grade 
arithmetic, but not in the Freshman mathematics. Three-fourths of 
the marks of the pupils occur in the upper half of a range of twenty-six 
points in the scale used in arithmetic. What explanation or justification 
is to be offered for omitting wholly the five points at the upper end of 
the scale in the Freshman year, and for the rather equal distribution 
over the scale, with a weighting at the bottom in the Sophomore year, 
and in spite of the fact that these are the same pupils ?' 

Table V, showing a summary of the comparisons made between the 
grammar school and high school, indicates that the percentages of 
retention are lower between the two institutions than was found to be 
the case earlier within the same institutions.^ 

While standards and practices are no doubt more likely to differ 
between different institutions than in the same institution, yet when 
there is a low retention between primary and secondary school work is 
there not something to be done to remedy matters, either from one side 
or the other, and probably in most cases from both sides? In such 
large groups as we have here been considering would it be too much to 

' Since there are 2I years of mathematics required for entrance to college, students 
of course cannot drop it at the end of the first year if they are expecting to go on to 
college. 

" While the comparisons made in English show some variations in retention, yet 
a tentative conclusion is justifiable. Either the retention for the Freshman year 
or for the four years' average would give a fair indication of the relation between the 
two institutions on the basis of a single subject. 

One advantage in using the Freshman year, providing the two institutions are 
working in co-operation, would of course be that there is not likely to be so much 
difference between the eighth-grade English and the Freshman English as there is 
between the eighth-grade and some of the later years of high-school English, and 
hence in some sense this would result in a fairer statement of the correlation. Further- 
more, real articulation of the grammar school and high school depends more upon the 
first year of high school than on any other, and so the matter needs to be thought of 
in terms of expediency. An advantage in using the four years' average is that it 
includes all the variable factors entering into the three or four years of English taken. 



COMPARISON OF RELATIVE STANDING OE PUPILS 



55 



expect that the retention between the eighth-grade work in a single 
subject should be about as high as that between representative years 
within the same institution ? 

When table V is compared with the previous table, that summarizes 
the retentions within the institutions themselves, it will be found on 
the whole that the results are lower between different institutions than 
within the institutions. According to the tertile method, the retention is 
below 50 per cent except in the comparison between eighth-grade English 



si 


Ing.of 212 pupils H.S.Ho.S 


Fresh. Yr. 


« 



si 
to 


Soph.Yr. 


I. 

St 
CO 


Jun 


Tr. 


c 
w 
u 


si 

CO 


Sen. Yr. 1 




: 


2 


3 


Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


TerTl 
Ret. 


1 


2 3 


Tsr,! 
Ret. 


_1 
?. 


_31 


25 


13 


46.47 


41 


17 


13 


57.74 


40 


19 


12 


56.33 


35 


23 


12 


50/70 


26 19 


37.14 


19 


28 


23 


40.00 


21 


30 


19 


42.85 


24 


22 


24 


31.42 


3 


1?i 


39 


39 


54.84 


11 


25 


35 


42.29 


10 


21 


40 


56.33 


11 


25 


35 


43.39 


T-ot . F.et . 


45.17 


Tot. Bet. 


44.33 


Tot. Ret. 


53.17 


Tot. Ret. 


43.39: 


< 

u 
si 


H.S.Fr.Math. 


< 


si 

CO 


H.S.So.Math. 


u 


si 

& 


H.S.So.HiBt. 


M 
u 

CD 

Si 


H.S.Fr.Lat. . 




3 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 3 


Tar.] 
Ret.l 


1 


40 


16 


35 


56.32 


38 


23 


10 


53.52 


36 


27 


8 


50.71 


32 


16 12 


53.33 


S 


:7 


2o 


27 


37.14 


17 


21 


32 


29.57 


23 


25 


22 


35.71 


17 


28 


16 


45.91 


i 


14 


2fi 


29 


40.84 


15 


26 


29 


40.84 


12 


18 


41 


57.84 


11 


17 


32 


53.33I 


Tot .Ret. 


44.81 


lot. Ret. 


41. 5C 


Tot. Ret. 


48.11 


Tot. Ret. 


50.82 


u 

a 

si 
a 


ATer. of 4 yre 




Table V ehows 
grajBmar e 
Ho. 5. 


the retention 
chool (Ho. 5') 


bet? 
and 






1 


2 


3 


Ter. 

Ret. 




1 


38 


24 


9 


57.74 


een the 


2 


25 


25 


20 


35.71 


high school 


3 


8 


21 


42 


59.15 




Tot. Ret. 


49.52 





and Junior English and the comparison between eighth-grade English 
and Freshman Latin for high school No. 5 and grammar school No. 5'. 

When these same comparisons are performed according to the modified 
median method the general result is that there is a retention of about 
70 per cent between grammar school No. 5' and high school No. 5. 
The exact percentages of retention appear in the footnote below. ^ 

^ For eighth-grade and Freshman English, 66 . 18; for eighth-grade and Sophomore 
English, 64.78; for eighth-grade and Junior English, 71.83; for eighth-grade and 
Senior English, 67.60; for eighth-grade and the four years' average, 76.05 per 
cent; for eighth-grade and Freshman mathematics, 61.96; for eighth-grade and 
Sophomore mathematics, 68.30; for eighth-grade and Sophomore history, 73 .93, and 
for eighth-grade English and Freshman Latin, 71.66 per cent. It will be observed 
that the percentages of retention according to this method change a little relatively 
among the different years and subject themselves from that shown in table V. This 
is to be accounted for by the fact that in the tertile divisions the middle third is 
such a variable factor. 



56 STANDAEX)IZATION OF SCHOOLS OF KANSAS 

b) Comparison between grammar school No. 8' and high school No. S 
in English only. — Charts 51 and 52 represent the distributions of the 
marks in eighth-grade EngHsh and an average of the three years of work 
done in the high school.' In chart 51 the marks of the eighth-grade 
pupils are numerous toward the higher end of the scale. This was found 
to be characteristic not only of grammar school No. 8', but in the majority 
of the grammar schools studied it was found to be a general tendency 
to load the scale of grading toward the top. Such tendencies as these 
have already been observed in charts 38% 46, 48. It may also be noted 
in the advance charts 55, 57, 83, 85, and in such graphs as accompany 
charts 60, 62, 64. 

Several reasons were offered for this by various principals and super- 
intendents. Some said it was because there was more inclination to 
lump off grades in the grammar school than in the high school ; others, 
that it was partly due to the fact that parents influenced either directly 
or indirectly the estimates made by teachers; others, that it is not 
possible to make fine discriminations in the ratings of pupils in the 
grammar-school work; others, that it was an attempt on the part of 
teachers so to encourage pupils that they would continue their work and 
go on to high school. Whatever the explanation may be of this tend- 
ency to skew toward the top of the scale, the tendency obviously exists. 
An ex2eption to this occurs in chart 53.^ 

The result of the comparison in grammar school No. 8' and high 
school No. 8, as indicated in table VI later on, shows that the total reten- 
tion between the eighth-grade English and the three years' average of 
the high-school Enghsh is about the same as that for the eighth-grade 
Enghsh and Freshman year in schools Nos. 5' and 5, but it is lower than 
the total retention for the eighth grade, and the average of the four 
years' EngHsh in schools Nos. 5' and 5, respectively. In terms of the 
modified median method the retention is 71.43 per cent. 

c) Comparison between grammar school No. 10' and high school No. 
10 in English only. — High school No. 10 is of the older type of the county 
high schools of Kansas to which country-school pupils are admitted 
upon the satisfactory completion of the eighth-grade work. Some of 

' In high school No. 8 the eighth-grade marks here used were recorded in the 
same book on the same pages with the marks made by pupils in the high school. 
Such an arrangement would make it an easy matter to send to the college or university 
a statement of the pupil's previous school career. 

^ Some of the marks used in chart 53 represent standings in the city school; some 
of the marks are those received by pupils from the country, who upon entering the 
high school are given an entrance examination by a board of examiners. 



COMPARISON OF RELATIVE STANDING OF PUPILS 



57 



the pupils in this high school consequently have come directly from the 
•country; some of them have completed their eighth-grade work in the 
city schools; many of the parents of these latter children have moved 
from the farm to the city. 

This much is said because while the high school of this city and the 
grammar schools are carried on somewhat separately, yet in reality the 
previous conditions of both the high-school pupils and grammar-school 
pupils have been very similar. 



i 

o 

a 

CO 




H.S.iro.8 
Chart B 51, 52 


1 
o 

A 
+^ 
to 


H.S.Eo.lO 
Charts 53.54 


< 

2 

a 

a 
+^ 

to 


H.S.Ko.7 
Charts 55.56 


i 

a 

*> 


H.S.Ho.7 
Charts 57.58 




ATer.3 yj 


•s.EnK 


ATer.3 yra.EEK 


;resh. Hath. 


Jresh. Ena. 




1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


fer. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


22 


10 


10 


52.38 


30 


15 


15 


60.00 


48 


27 


15 


53.33 


46 


28 


16 


51.11 


2 


14 


16 


12 


38.09 


11 


18 


21 


36.00 


30 


34 


26 


37.77 


30 


29 


16 


32.22 


3 


6 


16 


20 


48.61 


9 


17 


24 


48.00 


12 


29 


49 


54.44 


14 


33 


43 


47.77 




Tot. Ret . 


♦6.03 


Tot. Ret. 


48.00 


Tot. Ret. 


48.51 


rot. Bet . 


43.70l 


t 




H.S.lTo.7 
Charta 57,59 


i 

a 
-a 


H.S.H0.6 

Charts 60.61 


CO 

u 


H.S.No.6 
Charts 62,63 


ti 
W 

■a 


H.S.IIO.6 
Charts 64,65 




Soph. EnK. 


Ayer.of Freeh, 
& SCDh.Kath. 


Aver. of Fresh. 
& Soph. Lat . 


Aver, of Fresh. 
Sc Soph. Eng. 




1 


2 


3 


Ter. 
Ret. 


71"" """ 


2 3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


o 


3 


Ter. 
Ret. 


1 


50 


22 


18 


55.55 


55 


36 


22 


47.78 


65 


32 


4 


64.35 


75 


29 


9 


66.37 


2 


26 


33 


31 


36.66 


42 


40 


30 


35.71 


27 


36 


37 


36.00 


25 


49 


38 


43.75 


? 


14 


35 


41 


45.65 


16 


36 


61 


53.98 


9 


32 


60 


59.40 


13 


34 


66 


58. 4C 




Tot.Eet. 


45.74 


Tot .Ret. 


46.15 


Tot. Ret. 


53.31 


Tot .Ret. 


56.21 



TABLE VI 
Shows the retention between eighth-grade and high-school work in schools Nos. 8, lo, 7, and 6. 

In the high school the range of the scale of marking is from 80-100 
per cent. And as noted before, when an average of three or four years 
is taken the curve of distribution is likely to be more normal than when 
any one year is considered separately. 

The percentage of retention is somewhat higher than in school No. 8, 
where the average for three years is used. But as is shown in table VI, 
school No. 10 is nearer the retention in school No. 5, where the average 
of the four years is used. According to the tertile method the retention 
between school No. 10' and school No. 10 is a little below 50 per cent 
when the single subject of English is considered; according to the 
modified median method it is 73 per cent. 

d) Comparison between grammar school No. 7' and high school No. 7 
in English and arithmetic. — Where different systems of markings are 
used it is somewhat difiicult to make absolutely accurate comparisons, 
either between different subjects within the same institution or between 
the same subjects in different institutions. In grammar school No. 7' 



58 STANDARDIZATION OF SCHOOLS OF KANSAS 

the percentage system is used; in high school No. 7, numbers 1,2,3,4. 
In the high school, numbers i, 2, 3 represent the passing-marks, respec- 
tively, from high to low standing; number 4 indicates failure. 

As previously pointed out, when only a three-estimate system of 
rating pupils is used it is convenient to represent the distribution by 
graphs accompanying the charts whose columns are broken up into 
convenient forms for printing. When the graphs are large they have 
been reduced in size. 

If in the case of the high-school marks we let i, 2, 3 represent respec- 
tively 95, 85, 75 per cent, it is more easy to find an average of the two 
semesters' work done in any one year.^ 

In case a pupil receives a mark of i for the first semester and 2 for 
the second semester, by the above translation his standing would be 
90 per cent. It is difficult for an investigator to find an average of the 
pupil's standmg by means of merely the marks i and 2, for example, 
and so the high-school marks of school No. 7 have all been reduced to 
percentages based upon semester marks.^ 

The range of marking used in charts 55 and 57 is unusually wide, 
and as pointed out in a previous chart, 48, there is a great non-use of the 
points toward the lower end of the scale. The number of marks occur- 
ring below 75 do not evidently represent as distinct steps or gradations 
as those of the next fifteen points above 75 per cent. 

From the graphs which accompany the charts it is easy to see at a 
glance the tendency, in the distribution of marks, to skew toward the 
top of the scale. This appears in a large number of the high schools, as 
may be seen in charts 56, 58, 59, representing school No. 7, and in such 
later charts as 89, loi, 103, 105, and in the charts representing the 23 
different high schools which are compared with the college. This, of 
course, is not necessarily a criticism. Some exceptions to this upward 
tendency will appear farther along. 

' This is not so accurate a method as where the percentages are given all along 
in a wider scale. Since i really stands for a range of grade about 95, 2 for a range of 
about 85, and 3 for a range of about 75, there may be some objections raised against 
the above translations. But if all of the three-estimate systems are treated in the 
same way the facts will not be distorted. 

' The records in the high school are temporarily preserved on cards, and per- 
manently in bound volumes, but it was very difficult to secure records for the ele- 
mentary schools covering any number of years. Since only high-school graduates 
were considered, it was necessary to begin as far back as 1907 for the first elementary 
records. Many of the records before this were not available. It was only through 
the assistance of trained helpers and persistent ward-school and high-school princi- 
pals that the records which had not been destroyed were secured. 



COMPARISON OF RELATIVE STANDING OP PUPILS 59 

The percentage of retention for schools Nos. 7' and 7, as shown in 
table VI, for English is lower than in the other schools so far compared, 
but this may be partly due to the fact that such a different scale of marks 
is used in the two institutions. However, the retention for mathematics is 
higher than was the case in school No. 5. The result stated in terms of 
the modified median method is a retention of about 70 per cent.^ 

d) Comparison between grammar school No. 6' and high school No. 6 
in arithmetic, Latin, and English. — A few general explanations will be 
of assistance in making clear the comparisons in schools Nos. 6' and 6. 
The marks used are in terms of e, g, f; e stands for excellent, g for good, 
and / for fair. The records for many years showed that exponents had 
been used with the letters in order to make finer discriminations. For 
example, in a scale from 70-100, p p or g^ gs or e^ e'', indicated 71, 72, 
8^, 85, 96, and 97, respectively.^ 

Since there were so many available records of the later years which 
did not include exponents, these were dropped from the letters in the 
earlier marks. But the exponents made it possible to number the pupils 
in the eighth-grade English in chart 64 approximately in order of their 
standing. Consequently, number i begins by representing one of the 
pupils among the very best, and 338, the final number of the list, repre- 
sents one of the pupils among the poorest in the whole group. This 
means in such a chart as 64 that individual 102 has a higher standing 
than has no or 114; or that 218 has a higher standing than 223 or 229, 
for example. The pupils in chart 60 are represented by these same 
numbers. 

The letters e, g, f are used also in the high-school markings. ^ These 
are reduced to percentages, as was done previously in the case of numbers. 
If we let e = 95, ^ = 85, and/=75, then when a pupil has a standing of e 
during one year and a standing of g during another, the average for these 
two years' work is eg, or 90 per cent; in like manner ef is 85 and/g is 
80 per cent. The base lines are broken simply for the purpose of 
assisting the reader at a glance in seeing the relative number of pupils 
who have received the various standings. 

' The exact retention according to method No. 2 is 67 . 21 for eighth-grade English 
and Freshman EngHsh; 69.94 for eighth-grade EngHsh and Sophomore EngKsh; 
and 6 p. 99 for eighth-grade arithmetic and Freshman mathematics. 

^ The records for the ward schools of this city were the most elaborate of any 
school investigated. The marks of the elementary-school pupils have been preserved 
for ten or fifteen years in large bound volumes, and are kept on file in the superin- 
tendent's office. 

3 The high-school records are kept on cards filed in boxes alphabetically arranged. 



60 STANDARDIZATION OF SCHOOLS OF KANSAS 

The distribution of marks in the elementary school, as indicated by 
the graphs, re-emphasizes the previously mentioned tendency to skew 
toward the upper end of the scale. However, graph 60 shows a some- 
what more normal distribution than 62 or 64. Chart 63 shows a peculiar 
equalization of marks over the scale with about as many excellent and 
poor as there are mediocre pupils. This rectangular distribution pro- 
vokes the question as to whether in a group of over 300 pupils capacities 
are really so equally divided as this chart would indicate. 

Graph 60 shows that the absolute marks of the pupils as a group are 
higher than was the case in high school No. 5, where the groups were 
shifted toward the lower end of the scale. But when the graphs repre- 
senting 60 and 61 are compared with each other there is considerable 
similarity, which probably indicates that the two institutions are using 
approximately comparable systems of marking, at any rate in this 
particular subject. 

The general result of the comparison in grammar school No. 6' 
and high school No. 6, as shown in table VI, indicates that the retention 
in mathematics is below 50 per cent, as has been the case in schools 
Nos. 5 and 7. The retention in EngHsh in school No. 6 is higher than 
in any of the previous schools, which is a probable indication of the 
closer correlation between the eighth grade and high school in this 
single subject. The retention between English and Latin is higher 
than the retention in schools Nos. 5' and 5 in this same subject. The 
result of the comparisons in schools Nos. 6' and 6 upon the basis of the 
modified median method is a retention of over 75 per cent.^ 

The result of the comparison of these different grammar schools and 
high schools of Kansas is that there is a retention of about jo per cent; 
that for schools Nos. 5' and 5 being about jo per cent; that for schools Nos. 
8' and 8 in English only, 77 -f- per cent; that for schools Nos. 10' and 10 
in English only, /j per cent; that for schools Nos. f and J about 70 per 
cent, and that for schools Nos. 6' and 6 above 7^ per cent.^ 

^ The actual retention for eighth-grade arithmetic . and Freshman-Sophomore 
arithmetic is 69.02 per cent; for eighth-grade Enghsh and Freshman-Sophomore 
English is 77.87, and for eighth-grade English 3.nd Freshman-Sophomore Latin, 
74.75 per cent. The higher retention between grammar school No. 6 and high 
school No. 6 may be partly due to the fact that the same system of marking within a 
narrow range or scale is used, but it is also no doubt due to a somewhat closer corre- 
lation of institutions on the basis of single subjects compared. 

' This result will be supplemented in sec. V. One additional grammar-school 
and high-school comparison will there be included. Sec. V will deal only with the 
pupils who went on to college. 



COMPARISON OF RELATIVE STANDING OF PUPILS 6 1 

e) Comparison between grammar schools Nos. 2' , j', 4' , and high 
schools Nos. 2, J, 4 in mathematics, English, and Latin {not in Kansas). 
— Since the practice in both elementary schools and high schools is 
somewhat different from the previous schools compared in this section, 
a few explanatory statements are appropriate here. The elementary 
schools of this city do not have any eighth grade. Pupils who satis- 
factorily complete the seventh grade are promoted to the high school.^ 

Since it was necessary to go back at least four years for the first 
grammar-school records of the high-school graduates, it was not easy 
to recover the marks of pupils who had completed the grammar school 
even eight or ten years ago. There was great difl&culty in securing the 
grammar-school marks, partly because of the size of the city, partly 
because many records were either scattered among individual teachers 
and pupils, or were destroyed. 

The percentage system of marking is used in the various ward 
schools, but the letter S5rtem is used in the high schools, namely, e for 
excellent, g for good, m for medium, and p for poor. Those receiving 
the grade of poor are graduated from high school, but are not recom- 
mended for college. For purposes of comparison the letters were reduced 
to percentages by using e to represent 95 per cent; g, 85 per cent; m, 
75 per cent, and p, 65 per cent. 

The high-school marks were in the first place charted separately and 
compared with the marks of the grammar-school pupils who came to 
the high schools, respectively.^ Composite charts were afterward made 
for the grammar schools and high schools. Grammar school No. 2', 
for example, represents the total group of students coming from the 
different ward schools to high school No. 2. 

In the majority of instances charts 66, 68, 70, 73, 75, 77, 80, repre- 
senting the grammar schools, together with the composite charts 83, 
85, and 87, show a tendency to a normal distribution of marks. In a 
few grammar schools the standings of pupils were recorded in terms of 
a, b, c. Where this was found to be the case, these letters were respec- 
tively transferrred to 95, 85, 75 per cent. This does not vitiate the 

' The seventh-grade records of pupils are placed upon the diplomas received 
and from these the high-school principal gets some idea of the previous career of the 
pupil. If these could be permanently preserved, together with the high-school record 
of the four years' work, they would furnish good data for a comparison with the same 
pupil's career in case he goes on to college. 

2 It was possible to determine from the records kept in high school No. 3 in pre- 
cisely what order a pupil had pursued a certain branch. If, for example, a pupil had 
pursued a first-year subject during his Senior year, it was so recorded. 



62 STANDARDIZATION OF SCHOOLS OF KANSAS 

results of plotting the curve, because these same marks, if they had 
originally been in terms of percentage, would have been grouped around 
these percentages. This fact explains the frequency of marks over the 
multiples of five. Together with this explanation it may be added that 
there is obviously frequent use of the multiples of five. 

Charts 83 and 87 are composed of the same pupils. The distribu- 
tions of the marks in the seventh-grade arithmetic and the seventh- 
grade English are much alike. This is an indication that somewhat 
similar standards have been used in the two subjects. 

The mode in chart 67, representing the distribution of the marks in 
Freshman-Sophomore mathematics in high school No. 2, occurs over 
85 per cent, while in chart 74, representing the marks in high school 
No. 3, it occurs over 75 per cent. Both tend toward a normal distri- 
bution. Although the curves of distribution are somewhat more nor- 
mal than in some of the high schools already charted, yet in 67 there 
is an upward skew, in 74 a downward skew. 

Composite chart 84 includes an additional list of students who 
were not included in the original chartings of schools Nos. 2, 3, and 4 
separately.' The accompanying graph shows a distribution more 
normal than in the majority of the high schools studied, but there is a 
slight downward skew. 

Chart 69, representing Latin, skews toward the top more than the 
distribution in chart 76, representing school No. 3. The composite 
chart 86 also includes some additional marks of pupils. It tends toward 
a normal curve, with the group shifted a little toward the top of 
the scale. 

In high school No. 4 numerous marks appear toward the bottom of the 
scale in chart 81 which does not appear justifiable, either when compared 
with chart 80 in seventh-grade English or with chart 82, represent- 
ing the work of the same people during the Freshman and Sopho- 
more years.^ Again, this distribution in chart 81 may be compared 

^ The arrangement of marks in chart 81 furnishes ground for the statement that 
school 4 tends to give many low marks during the first year's work, as is evidenced 
by the fact that 2 2 pupils out of 73 receive a standing of 65 per cent, or the rating as 
poor. Most pupils who remain in school after the first yeai get above this standing, 
at least a little, and so in chart 82 some who had an average of pm for the two years' 
work appear over the grade of 80, and the others have improved beyond this orignal 
standing. 

^ In a few of the composite charts additional pupils have been included. This is 
due to the fact that some of the data could not be gotten until after some of the sepa- 
rate charts had already been completed. 



COMPARISON or RELATIVE STANDING OF PUPILS 



63 



with charts 78 and 79 of school No. 3, where there is apparently 
greater consistency, within the high-school marking at any rate, or with 
charts 71 and 72, representing school No. 2, or finally, with the com- 
posite of 299 pupils in chart 88, where there is a more normal distri- 
bution. 



p 

< 


H. S. Ho. 2 


w 
si 


H. S. Ho. 2 


t' 
o 


H. S. Mo. 2 




H. S. Ho. 2 


4hartB 66, 61 
At. Fr.iiSSoMath 


Charts 6 
Freeh La 


3, 69 


Charts 70, 71 
2 Sem.Pr.EnK. 


Charts 70, 72 
AT Fr.&So.Ea«. 




1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter, 
Ret. 


1 


2 


3 


Ter. 
Ret. 


J. 


2f) 


$ 


6 


62.50 


13 


? 


4 


52.00 


16 


10 


6 


50.00 


1? 


7 


6 


59.37 


2 


10 


12 


11 


36.66 


11 


8 


7 


37.69 


14 


13 


6 


39.39 


13 


15 


5 


45.45 


3 


K 


15 


IS 


46,87 


1 


10 


14 


56.00 


2 


10 


20 


62,50 





11 


21 


65.62 


Tot. Ret. 


53.60 


Tot .Ret. 


46_.05 


Tot. Ret. 


50.51 


Tot. Ret. 


56.70 


< 


H. S. No. 3 


to 
w 


H. S. No. 3 




H. S. No. 3 




H. S. Ho. 3 


flharta li,, 74 
AT.Pr.a So. Math. 


fliiarta 75, 76 
Fresh. Lat. 


Charts 11, Is 
2 3em.Fr. Enfi. 


Charts 77, 79 
AT Fr.i So.Ene 




1 


P 


3 


ler. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


) 


1? 


a 


4 


61.28 


M 


10 


2 


53.84 


23 


6 


2 


74.19 


20 


9 


2 


64.51 


? 


P 


1?? 


f) 


43.38 


7 


12 


7 


46.15 


? 


15 


13 


48.38 


11 


7 


13 


22.58 


2. 


4 


8 


19 


61.28 


5 


4 


17 


65.38 


5 


10 


16 


51.61 





15 


16 


57.51 


Tot. Ret. 


56.98 


Tot .Ret. 


55.12 


Tot .Ret. 


59.13 


Tot. Ret. 


46.23 




Si 
■*-* 


H. S. Ho. 4 




H. S. No. 4 


c 

fi 

+» 


H.S. Nos.2.3,4 


-.J 


H.S. N08.2,3,4 


Charts 80, 81 
2 sem. Fr. F.ng,. 


Charts 80, 82 
/«r.Jr.& So.EuK 


Ch£ 
At 


irts 83, 84 
Fr.iSo.Math 


Charts 85, 86 
At Fr.3: So. Lat 




1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


H 


3 


7 


58.33 


a. 
7 


10 


e 


58.33 
40.00 


fl 


?? 


2P 


51.00 


29 


21 


6 


59. ?9 


2 


7 


11 


7 


44.00 


31 


33 


3B 


33.33 


16 


18 


22 


32.14 


3 


3 


11 


10 


41.64 


3 


11 


10 


41.66 


18 


37 


45 


46.00 


11 


17 


27 


49.99 


Tot. Ret. 


47.94 


Tot. Ret. 


46.57 


Tot. Ret. 


43.14 


Tot .Ret, 


43.97 


g 
w 

A 
^ 


H. S. Boe. 2,3.4 


Table VII ehowB a Bunjnary of the 
comparlBonB of Bchools Nos. 
2', 3*. 4< and H. S^ Hob. 
2, 3, 4 — not in Eanaai. 


Charts. 67, 88 
At. Fr, & So. EBB 




1 


2 


3 


Ter. 
Ret. 


1 


5p 


33 


17 


50.00 


2 


37 


28 


34 


28.26 


5. 


13 


38 


49 


49.00 


Tot. Ret. 


42.47 






























1 



The percentages recorded in table VII are summaries of the com- 
parisons made between grammar schools Nos. 2', 3', 4' and high schools 
Nos. 2, 3, 4 in mathematics, English, and Latin. According to the 
tertile method high school No. 3 stands highest. This may be partly 
due to the fact that in one of the other high schools there has been a 
considerable shifting of students because of a new building in construc- 
tion, and also because, in the redistricting of pupils, a rather large pro- 
portion of weaker pupils came in. And again, in the remaining high 



64 STANDARDIZATION OF SCHOOLS OF KANSAS 

school, probably the old-Hne subjects do not get the same emphasis as in 
high school No. 3. 

The total retention when these schools are charted separately com- 
pares favorably with the summary tables representing the schools of 
Kansas, yet the composite charts for schools Nos. 2, 3, 4 show a rather 
low retention. This is no doubt in part due to the fact that the majority 
of the added pupils were taken from school No. 4, where the retention 
is lower than in the other two high schools, which were charted sepa- 
rately. The correlation, as before pointed out, is lowest in schools 
Nos. 4' and 4, so that the addition of students in the composite charts 
from school No. 4 no doubt lowers the total retention. 

The total retention between the seventh-grade English and the 
Freshman-Sophomore Latin in the composite chart is higher than either 
that between seventh-grade EngHsh and Freshman-Sophomore Enghsh 
or than that between seventh-grade arithmetic and Freshman-Sopho- 
more mathematics, and the retention for the mathematics is the lowest. 
It is interesting to note that in the majority of the comparisons made 
in grammar schools and high schools the correlation between English 
and Latin has been higher than the correlation between grammar-school 
English and high-school English. 

While the retention in terms of the modified median method for the 
composite charts is a little below 70 per cent, yet when the chartings of the 
high schools are regarded separately, the general result is about the same as 
in the schools of Kansas, namely, jo per cent} 

' The actual retention for the composite charts "n mathematics is 65 . 5 per cent; 
for Latin, 68.27, and for EngUsh, 66. For the separate high-school comparisons it 
would be above this, as may be seen by comparing the tertile retention for the com- 
posite with the separate chartings in table VII. 



COAIPARISON OF RELATIVE STANDING OF PUPILS 



65 



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H t~iMr-i\H C 



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COMPARISON OF RELATIVE STANDING OE PUPILS 



69 





70 



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COMPARISON OF RELATIVE STANDING OF PUPILS 



71 




72 



STANDARDIZATION OP SCHOOLS OF KANSAS 



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COMPARISON OF RELATIVE STANDING OE PUPILS 



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76 



STANDARDIZATION OF SCHOOLS OF KANSAS 



BlBtrltatloii of 
Iterts In Chart 
Bo. 60. 



-h^ 



Ilstrl'bntion of 
MarkB in Chart 
Eo. 61. 



hth-SrsflB RrMh'. 



_113_jiiiplls_ 



52 1 64 19 264 



il J I 

10 2 184 40 276 



113 18 6 45 __2_79 



117 1 8 8 46 283 



124 1 89 47 288 



.. 136 196 49 292 



14 3 197 60 294 

147 199 55 _iM 

J149 2ji 64 301 

137 2 3 9 7'3 30 4 
I 206 242 81 306 



209 245 82 306 



2 1 5 2 46 90 307 

95 314 
98 316 



IIP, jmjna 



113 impnn 278 



3 214 158 
169 
160 
161 
162 



1Z& IE 218 

133 20 _219 



137 28 222 163 



140 29 223 16 4 



33 227 1 66 



170 34 228 



172 41 229 
230 
236 

J36 
247 
256 

_260 
262 
263 
267 
269 



192 ?1 



167 
168 
171 
173 
174 
175 
177 
180 
181 
183 
190 
193 



_1 292 fia_ 



12 295 81_ 



18 300 114 




35 311_ _133 

37 312 14S_ 

39 313 14 6_ 

42 315 14_8_ 

43 31 7 191 

44 3 20 20 7 



48 321 217 



61 3 22 220 



287 261 99 318 212 



290_ 2J^6_ 105 32 4 226 

31 9 _268 106 3 25 2 51 

336 _ 276 109 ' 32 8 237 

337 28b_ 1 18 351 241 
|338 I | 286" "123 | (334243 




116 1 1284 



63 323 226 



_54 326 232 
55 327 233 



63 329 254 
65 330 238 
67 332__. 240 
__69 . 533_, 24 4 
72 n336 260 | 




COMPARISON OF RELATIVE STANDING OF PUPILS 



77 



SlBtrlbntlon of 
HariB In Chart 
Ho. 62 ._ 



75 ' 80 ' B5 ' 90 ' 96 



Blstrllntion of 
flarks in Chart 
So. 63. 



A 1 ^ 



75 80 85 90 95 



OhBTt Ho. 


-m- 


-atei 


th"^^ga«^|y|. 0^ 502 


pupils. 






101 nnullB 


246 


210 


180 


146 115 


84 


101 PTOil 


E 






RRfl 


248 


211 


181 


147 116 


85 










P.B9 


250 


21,3 


182 


148 117 


86 


66 28 








£90 
291 


262 
263 


214 
215 


183 

184 


149 118 
151 120 


87 
88 


67 29 
58 30 


2 
3 






29E 
B93 
294 


255 
256 


217 

_2je_ 

219 


186 153 122_ 
J,87 164 123 
188 165 125 


90 
91 


60 32 
fii 3?; 


e 

6 






P.flB 


257 


92 


62 34 


7 






296 


258 


220 


1R9 


167 126 


93 


63 35 


8 






297 


259 


221 


190 


168 127 


94 


64 36 


9 




319 


298 


260 


222 


191 


159 128 


95 


fiB 38 






3£0 


299 


261 


?.?A 


192 


160 129 


96 


. 66 39 






321 


300 


262 


225 


193 


161 130 


97 


67 40 


12 




322 


301 


263 


227 


194 


162 131 

163 132 


98 
99 


68 41 

69 42 


^ia_ 

14 




323 


302 


264 


228 


195 




324 


303 


265 


229 


196 


164 133 


100 


70 43 


ib 




325 


305 


266 


230 


197 


165 134 


101 


71 44 


16 




326 


306 


267 


232 


198 


166 135 


102 


72 45 


yr 




327 


307 


269 


234 


199 


168 136 


104 


73 46 


18 




329 


308 


270 


235 


200 


169 137 105 


74 47 


19 




330 


309 


271 


236 


201 


170 138 106 


75 48 


20 




331 


310 


273 


237 


202 


171 139 107 


76 49 


21 




332 


311 


276 


238 


203 


172 140 108 


77 50 


22 




633 


312 


278 


239 


204 


174 141 109 


79 61 


23 




334 


313 


280 


?,41 


205 


175 142 110 


80 52 


24 




335 


314 


284 


242 


206 


176 143 111 


81 53 


26 




337 


316 


285 


243 


207 


177 144 112 


82 54 


26 




1338 1 1317 1 1286 


244 


208 


1179 145 113 


183 55 


27 1 




7B 


80 




85 


90 




'^^'W'- '"l 


. H 








amo 2 




h% rrreBn. - . 


" 643b 


26»- 


26* 


192 


24* 




273- 


73* 


197 


33* 




278- 


90' 


200 


46' 




280- 
284- 


93* 


201 


47* 


121 


4* 






110 


205 


60* 214 


Ill 14* 


122 


11' 






286^ 


113 


208 


69* 215- 


118 25* 


126 


19* 112 






288- 


117 


227^ 


83* 217- 


126 28* 


139 


20* 115 


35* 


l! 


289- 


123 


232- 


88* 219- 


132 42* 


143 


_^2* 116_ 


_3_8* 


2* 


293- 

S99- 


151 


242- 
244- 


109 221- 
129^224^ 


145 52* 
148 55* 


147 
149 


36* 130 

^.44* 134__ 


40* 


5*- 


S0&. 
306- 


186 
191 


253- 


l33 
135 
136 


241- 
245- 
246- 


163 57^ ibb 

164 59* 161 
168 64* 170 


^ra* 142 


43 

45* 

51* 


7, 
8' 


307- 


196 


258- 


62* 152 


64 *" 


10* 


310- 


199 


276- 


140 


269- 


171 661' 180 


70* 154 


68* 


12* 
13* 


314- 
316- 


203 

204 


290- 


146 


270- 


172 66* 193 


76* 169 


^K 


294- 


157 


295- 


176 68* 198 


82' 184 


63* 


16^^ 


321- 


211 


297- 


158 


296- 


177 71* 207 


86* 210 


67* 


325- 


225- 


300- 


160 


298- 


181 75* 222- 


87* 216- 


72* 


17* 


326- 


230- 


302- 


166 


305- 


183 79* 228- 


89* 218- 


74* 


lb' 


329- 


£37- 


308- 


174 


311- 


187 81* 235- 


96* 229- 


77* 


21* 


330- 


243- 


309- 


1?5 


317- 


190 84* 238- 


98* £36- 


80* 


27* 


331- 


P.5P- 


31S-. 


17S 


?T^- 


194 92* 248- 


9S* £50- 


85* 


29* 


332- 


256- 


313- 


182 


324- 


195 94* 254- 


104* 261- 


91* 


90* 


333- 


260- 


320- 


IRp 


327- 


202 100* 262- 


106 264- 


97* 


31* 


335- 


263- 


322- 


1RB 


334- 


206 101* 267- 


108 271- 


102* 


38* 


p38- 265-1 1323- 


189 


|337- 


213 107 1 |285- 


120 1 |291- 


105 


34*1 


75 


8( 


) 




86 9l 





96 





78 



STANDARDIZATION OF SCHOOLS OF KANSAS 



DlBtrtlmtlon of 
Ma»iB in Chart 



Chart So. 64. Eighth Grade Eng. of 338 pupils. 



76 ' 80 ' 85 ' 90 ' 96 



na pwriip 




112 p 


Qilla 




113 p-nplla 




ff'' 


//■ic/ 


148 


116 


84 / / ^ / 1 


287 •^^'" 


fj 


-'" 


149 


117 


85 


bf/o 




288 






160 


118 


86 1 


£89 






151 


119 


87 I 


290 






152 


120 


88 


56 


Rfi 






291 


260 


233 


£06 




153 


121 


89 


57 


29 


1 




292 


261 


234 


207 


180 


164 


122 


90 


68 


30 


2 




293 


262 


236 


208 


181 


165 


123 


91 


69 


31 


3 




294 


263 


236 


209 


162 


156 


124 


9£ 


60 


32 


4 




295 


264 


237 


£10 


183 


157 


125 


93 


61 


33 


6 




296 


265 


23R 


211 


184 


158 


126 


94 


62 


34 


6 


318 


297 


266 


239 


212 


185 


169 


127 


95 


63 


35 


7 


319 


29fi 


267 


240 


213 


186 


160 


128 




64 


36 


8 


320 


299 


268 


241 


214 


187 


Jl61 


129 


97 


66 


37 


9 


321 


300 


269 


242 


£16 


188 


162 


130 


98 


66 


38 


10 


322 


301 


270 


243 


216 


189 


163 


131 


99 


67 


39 


11 


323 


30? 


271 


244 


817 


190 


164 


132 


100 


68 


40 


12 


324 


303 


272 


£45 


£18 


191 


165 


133 


101 


69 


41 


13 


326 


304 


273 


246 


219 


192 


166 


134 


102 


70 




14 


326 


305 


274 


£47 


220 


193 


167 


335 


103 


71 


43 


15 


327 


306 


276 


248 


221 


194 


168 


136 


104 


73 


44 


16 


328 


307 


276 


249 


222 


195 


_169 


137 


106 


73 


46 


17 


329 


30fl 


277 


SfiO 


£23 


196 


170 


138 


106 


74 


46 


18 


330 


309 


278 


261 


224 


197 


171 


139 


107 


76 


47 


19 


331 


310 


£79 


262 


£25 


198 


172 


140 


108 


76 


48 


£0 


332 


311 


280 


253 


£26 


199 


173 


141 


109 


77 


49 


21 


333 


312 


£81 


254 


££7 


£00 


174 


142 


110 


78 


50 


22 


334 


313 


282 


256 


2£8 


£01 


175 


143 


111 


79 


51 


£3 


336 


314 


£83 


256 


229 


£0£ 


176 


144 


112 


80 


62 


£4 


336 


315 


284 


267 


£30 


203 


177 


145 


XVi 


81 


63 


25 


337 


31 fi 


285 


£58 


£31 


£04 


178 


146 


114 


82 


54 


£6 


|338 11317 11286 


85? 


232 


205 


|179 


"I, 


115 1 


(83 


56 


27 1 


7B 


■60 




_saBg 


B ■■ 






90 




95 1 



Bistrlhutlon of 
H?.rkE in Chart 
So. 65. 











III' 


75 


' 80 ' 85 ' 90 


'95 ' 



Chert ^a 


65. 


ATsrage 


of Fresh. i Eoph. Ung. 


Of 338 pnjlla 




95* 


58^ 




43^ 


66f. 


118 




1 


119 




IfiO 


■14* 




151 




161 


68* 


1* 


178 




168 


63* 


fit 


186 




170 


64* 


4* 


194 


270- 








171 


67* 




206 


276- 


190 


25* 


177 85* 


176 


70* 


6* 


209 


277- 


196 


33* 


180 86* 


3* 184 


71* 


7! 


215 


278- 


197 


4.'i' 


234- 


187 R7* 


10* IPI 


74* 


8* 


263- 


284- 


200 


59* 


239- 


J25_ 
127 


22" 189 92* 


13* 193 


76* 




265- 


286- 


203 


60* 


241- 


24*_192 94* 
37*^01 96* 


-J.4* 195 82* 

20* 199 88* 


al* 
J.2* 


266- 


28 7- 


210 


78' 


[246- 129 


274- 


288- 


211 


79^ 


251- 131 


46* 202 104* 


26* 204 


89* 


T5* 


E7&- 


289- 


214 


113* 


256- IS 2 


52* 205 105* 


27* 212 


90* 


16* 


281- 


292- 


219 


114 


257- 134 


56* 207 106* 


28* 216 


91* 


17* 


28&- 


297- 


223 


137 


267- 136 


61' 227- 116 


32 218 
34' 222 


97* 
98* 


18T 
19* 


299- 


304- 


225 


140 


271- 149 


62' 230- 120 


35* 224 


99* 


21* 


300- 


311- 


232- 


146 


272- 155 


69* £31- 124 


42' £26- 


101* 


23* 


301- 


31&- 


237- 


160 


273- 


158 
164 


72' 233- 126 


44* 229- 


107* 


'29* 


303- 


316- 


240- 


156 


280- 


73' 236- 128 


48* 235- 


109* 


30* 


306- 


318- 


243- 


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COMPARISON OF RELATIVE STANDING OF PUPILS 87 

SEC. IV. SOME COMPARISONS OF HIGH SCHOOLS AND COLLEGES 

This section includes a comparison of the relative standing of pupils 
between high schools and colleges, together with some comparisons on 
the basis of absolute marks. ^ 

The object of this section is to discover as nearly as possible what 
the actual existing relation is between high schools and colleges, and 
then farther along, on the basis of these results and those found in 
sec. V, attempt to determine about what should really be expected to be 
the extent of correlation between the secondary and higher institutions 
of learning. 

The variety of the systems of grading used in the following schools 
concerned, here again, as before, so complicates the process of comparing 
schools that it is not possible to draw conclusions without allowing for 
some modification of statements relative to the results.^ 

. A general tendency, previously noted, is obvious when we compare 
such graphs as 89, 91', loi, 103, 105, 107, 109, or some of the 
smaller graphs representing the 23 different high schools in chart 
109A or 117 in the advance section; namely, that the great njajority 
of the distributions of high-school marks tend to skew toward the top 
of the scale. This may be partly accounted for by the fact that 
none of the records of eliminated students are included, but in spite of 
this explanation it may be in part due also to the use of a too-narrow 
range of estimates. 

Taking up more in detail some of the graphs representing the dis- 
tributions of marks, it may be noted that the skew in chart 89 is much 
more exaggerated in case of the Freshman year than it is in the average 
of three years of English of precisely these same pupils as shown in chart 
91. But do not charts 90 or 92 indicate that the rating in chart 91 is 
probably more justifiable than that in 89, since the high-school Freshman 

' Since a three-estimate basis of marking practically amounts to ranking students, 
a few schools were charted and compared on the basis of the original grouping rather 
than by dividing them into equal tertile groups. The width of the broken base lines 
in charts loi, 102, 103, 104, 105, 106 indicates as well as the graphs the upward- 
skewing tendency in the high school and college already pointed out in the discussion. 

^College No. i uses marks, i, 2, 3, to represent students' standings from high 
to low, and these stand respectively for go-ioo, 80-90, 70-80 per cent. College 
No. 2 uses the percentage system, ranging from 70-100; college No. 3 uses the 
letters A, B, C. 

High school No. i uses the number system, i, 2, 3, indicating respectively 95-100, 
85-95, 7S~85 per cent. Other high schools, as, for example, No. 7, No. 6, No. 5, 
use numbers, letters, and the ordinary percentage system, respectively. 



88 STANDARDIZATION OF SCHOOLS OF KANSAS 

class as a group does not hold its position in the Freshman year of 
college ? And furthermore, the 86 pupils out of these 266 represented 
in chart 91' who go on to college and graduate, as a group, hold their 
place pretty well, as shown in the graph for chart 92'. 

The 81 pupils who go on to college No. 2, represented in charts 93, 95, 
and 97, are taken from the previous group of 212 pupils in school No. 5. 
Numerous marks toward the lower end of the scale here occur, as was 
previously the case, with the whole group. When chart 99, representing 
Freshman-Sophomore mathematics, is compared with the above charts, 
it indicates that the standards are somewhat different in the two depart- 
ments. 

Again, the shifting of the whole group of pupils in college mathematics 
toward the lower end of the scale, as shown in chart 100, indicates that 
the two institutions are not using similar standards. For in chart 99 the 
pupils are grouped about the upper end of the scale. Charts 84, 96, or 
98 indicate a sort of bimodal distribution, with a somewhat larger number 
of marks toward the top of the scale, while in chart 100 marks are more 
numerous toward the lower end. Consequently the departments within 
college No. 2 are using different standards, although these are more alike 
than those used by the high school and college. 

Graphs 101-9 indicate on the whole that either the standards of the 
two institutions are not similar or that the students who go from the 
high schools are not strong enough to maintain, as a group, their posi- 
tions. Whenever there has been any considerable number of pupils 
involved in these comparisons, in very few instances do the graphs 
show a normal distribution of high-school pupils, examples of which, 
not before used, are charts 1 01, 103, 105, 107, indicating absolute marks; 
while on the other hand college No. i, as evidenced by graphs 102, 104, 
106, 108, has in the majority of cases distributed its marks somewhat 
according to the normal curve. 

A very brief discussion of some of the charts representing the 23 dif- 
ferent high schools, together with composite charts of these same pupils, 
will furnish some notion of the relation of these schools to college No. i. 
See charts 107-9 A. 

After finding out the standing of these pupils in terms of percentage, 
they were translated into terms of i, 2,3, and then charted and graphed, 
separately, in the first instance, as well as charted and graphed in com- 
posite form later. ^ 

' The percentage system is used in practically all of these high schools. Since 
college No. i uses the marks i, 2, 3, it was thought that it would be interesting to find 



COMPARISON OF RELATIVE STANDING OF PUPILS 89 

Schools Nos. 22, 25, and 5 are exceptions to the skew upward.^ 
While schools Nos. 5 and 22 hold their positions in the college or prob- 
ably improve as a group, school No. 25 as a group does not do so well 
in maintaining its relative position. School No. 21 has a peculiar 
rectangular distribution which is hardly possible with any large num- 
ber of pupils, but this group, too, improves as a whole in the college. 
The different relations between the standings of the high-school pupils 
in schools Nos. 35 and 18, and in college No. i, either show a differ- 
ence in the use of standards by the college, or it shows that high school 
No. 25 is the weaker of the two. 

It might be concluded from the graphs in chart 109 A that in such 
schools as Nos. 12, 23, 14, 15, 17, 20, 8, 24, 27 only the stronger pupils 
enter college, if it were not for the distribution of marks which occurs 
during the Freshman year of college work. It may be noted that the 
groups as a whole shift toward the lower end of the scale in college No. i. 

The actual percentage ratings were charted in chart 109 to indicate 
that the translation of the percentages to i, 2, 3 did not distort in any 
way the grouping of the marks. For chart 107 shows the same tend- 
ency through its graph to skew toward the top as is found in chart 109. 
And while there are exceptions to this tendency, found in the sepa- 
rate graphs of the 23 schools, yet the composite charts 107 and 
108 warrant the statement that there is a more normal distribution 
of grades in college No. i than in the 23 high schools considered as a 
whole.^ As has been said relative to previous charts, so here it may 
be reiterated that it is possible to determine what the relative standing 
of individuals is, as well as of the group, by following out the numbers 
accompanied by the characters plus and minus. For illustration, in 
high school No. 11 out of the 15 pupils who had a standing of i 
in the high school, 6 retained this standing in the college, 7 of them 

out from all the principals concerned precisely what is the range of the scale used in 
the various high schools, and exactly what percentages which they do use are equal 
to the I, 2, 3 marks of the college. 

From this investigation it was learned that the large majority of the high schools 
are using a range of 70-100 per cent, in which i equals 90-100; 2, 80-90; 3, 70-80. 
In the other several schools i equals 90-100; 2, 80-90; 3, 75-80; or i equals 90-95; 
2, 85-90; 3, 80-85; or I equals 95-100; 2, 85-95; 3, 75-85; or A+ equals 97-100; 
A, 90-97; B+, 85-90; B, 80-85; C, 70-80. 

^ The 23 high schools do not appear in any logical order because it was necessary 
to rearrange the charts for the purpose of printing them. 

^ Charts 107 and 108 have been used in iinding the retention between the composite 
23 high schools and college No. i. 



90 



STANDARDIZATION OF SCHOOLS OF KANSAS 



fell back to the standing represented by 2, and 2 of them fell back 
to a standing of 3. The fact just pointed out is indicated by the accom- 
panying stars. This indicates that the standards of the two institutions 
are not the same, and probably, too, that not all of the high-school 
pupils are able to do the work according to the standard set up. It 
may mean that the standard of the college ought to be modified, together 
with the standards of the high schools. 

Since pupils need to readjust themselves whenever they enter dif- 
ferent institutions, it was thought that it would be of some significance 
to compare the first year of the high-school English with the first year 
of college English, as well as to make the comparison between the aver- 
age of the three years' high-school Enghsh and the Freshman college 





Col. ITO. 1 


K 
< 


Col. :;o. 1 


1 


Col. Ko. 2 




Col. Ho. 1 


Fresh. Eng. 
Charts 39. 30 


Fresh. Eng. 
Charts 91. 92 


Freeh. Eng. 
Charts 93, 94 


Aver, of 4 yrs 
Charts 91'. 92 




1 


2 


3 


ler. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


50 


34 


5 


56.13 


59 


27 


3 


66.28 


10 


13 


4 


37.07 


18 


7 


4 


62.06 


2 


29 


2? 


31 


31, ?1 


24 


38 


2$ 


43,4? 


11 


? 


10 


22.22 


11 


13 


4 


44.28 


5. 


11 


23 


55 


61,7? 


6 


23 


60 


67,41 


6 


e 


13 


48.14 





8 


21 


68.96 


Tot. Ret. 


50.00 


Tot. Ret. 


59.02 


Tot. Ret. 


35.80 


TotTEet. 


60.46 


K 


Coi. No. 2 


E 

> 
< 


aol. !lo. 2 




Col. No. 2 


Table VIII 
showing Bum- 
ijiary of the 
relative 
standing of 
pupils in' 
high schoal 
and college 


Freah. Eng. 
Charts. 95. 96 


Fresh 
Chart 


Eng. 
. 97. 98 


Fresh. Math. 
Charts 99.100 




1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


?. 


14 


10 


3 


51.85 


14 


11 


2 


51.85 


8 


5 


7 


40.00 


2 


8 


12 


7 


44.44 


9 


a 


10 


29.62 


9 


7 


4 


35.00 


3 


5 


5 


17 


68.00 


4 


a 


15 


55.55 


3 


3 


9 


45.00 


Tot. Ret. 


53.08 


Tot.Ket. 


45.57 


Tot.Reti 


40.00 













English. Table VIII indicates that the total retention is 59.02 per 
cent in the latter comparison and 50 per cent in the former, which 
probably signifies, in harmony with statements already made, that it 
takes the high-school student some time tO get adjusted in his first year's 
work. A further comparison in charts 91' and 92' of the three years' 
average of high-school English with the four years of Enghsh taken in 
college corroborates this statement. For the 86 pupils out of these 266 
show a somewhat similar retention to that in charts 91 and 92, namely, 
60.46 per cent, as is shown in table VIII. 

The results of the comparisons in charts 93 and 94, together with the 
results in charts 97 and 98, as shown in table VIII, also justify the former 
statement. The total retention for high school No. 5 and college No. 2 



COMPARISON OF RELATIVE STANDING OF PUPILS 



91 



is 53.08 per cent between the Sophomore high-school EngHsh, and 
Freshman college English; the total retention between Freshman high- 
school and Freshman college English is low, namely, 35.80 per cent; 
while that between the four years' average and the Freshman college 
English is 45 . 67 per cent. 

On the basis of the single subjects compared, the results warrant 
the conclusion that the correlation between the high school and college 
is better for high school No. i and college No. i than it is for high school 
No. 5 and college No. 2. 

The amount of retention for the schools compared on the basis of 
absolute marks is somewhat similar to that of the comparisons on the 
basis of the relative standing, as shown in table IX. The total reten- 
tion for English between high school No. 7 and college No. i is 53.57 



35 


Col. Ho. 1 


as 
1 


Col. No. 3 





Col. Ho. 3 


Ft. Eng 

Ch. 101. 102. 


Fr. Col. Math 
Ch. 105. 104. 


Fr Eng 

Ch. 105. 106. 




I 


II 


m 


Dlv. 
Ret. 




A. 


E. 


C. 


Div. 
Bet. 




A 


B 


C 


Div. 
Ret 


1 


26 


23 


? 


50.00 


E 


52 


28 


17 


53.60 


E 


41 


45 


15 


40.95 


» 


4 


15 


5 


62.50 


G 


11 


48 


11 


68.57 


G 


6 


24 


19 


48.97 


2. 


2 


2 




59. 99 


F 


2 


4 


11 


64.60 


F 


2 


7 


6 


40,00 


Tot. Ret 


53.57 


Tot. Ret. 


60.32 


Tot Ret 


43.00 



TABLE IX 

Showing retention between high school and college on basis of absolute marks. 

per cent. This is higher than is the retention for English between high 
school No. 6 and college No. 3, which was found to be 43 per cent. The 
high retention of 60.32 per cent in mathematics for school No. 6 may 
be due to the fact that these pupils have been a select body with a special 
interest in mathematics. It may be due to the fact that the standards 
of the two colleges are different. 

Composite charts 107 and 108 represent pupils from 23 different 
high schools, who go on to college. The total retention in the subjects 
of English on the basis of absolute marks is 53.30 per cent.^ The 
exact retention for high school No. i and college No. i between 
Freshman high-school English and Freshman college English is 77.52 
per cent; between the three years' average of high-school English and 
the Freshman college English, 88.76; between the three years' average 
of high school and the four years' average of college English, 87.93; 

' The exact retention for each division is as follows: 45.91 per cent for division 
I; 28.57 for division II; and 71.73 for division III. Retention here is based upon 
the number of pupils in the original groups respectively. 



92 STANDARDIZATION OF SCHOOLS OF KANSAS 

for high school No. 5 and college No. 2, between Freshman high-school 
English and Freshman college English, 64.81; between Sophomore 
high-school and Freshman college English, 74.07; between the four 
years' average of high-school and Freshman college English, 75.92; 
between Freshman-Sophomore mathematics and Freshman college 
mathematics, 60 per cent. 

The result of the comparisons made between high school No. i and 
college No. i in a single subject, English, expressed in terms of the aver- 
age of the percentage of the pupils in the high and low tertiles who remain 
in the upper and lower halves respectively in the college groups is a 
retention of over 80 per cent. The result of the comparisons made 
between high school No. 5 and college No. 2 shows a lower retention, 
namely, somewhere near 70 per cent. These results will be supple- 
mented in sec. V. 

From the above results it may be concluded that the retention 
between high school and college is between 75 and 80 per cent. 



COMPARISON OF RELATIVE STANDING OF PUPILS 



93 



draph showlne 
aiEtrl'biitlon 
of narks tn 
BagllBh, 
Elgh Sohool 
Ho. 1. 



H— f-4- 



Chart Vo.89. Average of Z semeetere in EngllEh of 2S6 pupils, Hl^ Sohool Ho. 1. 



90 95 97.5 



9 p npllB. 



£19 1 34 



JAO 6a_£8Q_ J43 



JUS fi6__g21_i44 



147 66 £ 22 14B 



149 71 ££7 146 



153 74 |£9__148 



164 
41 166 



1£0 £61 93 £37 £150 



1£4 E6£ 109 £^S~~201 

133 £64 HI £40 2 08 

IS! EBB 11 3 24 2 20 7 

157 £56 1 18 £44_209 

£06 257 122 246 210 

263 269 15 5 246 2 15 

£58 260 136 2 47 214 

£62 261 13 7 248 216 

P.fiS 263 13S 249 2 17 

1266 I |£64 159 | 1250 218 



00 pnpllB 



9 p n p llB. 



130 



26 141 



4E J £03 55 

^78 £04 57 

75 £05 62 

77 £08 70 
_83_ £11 
88 Ei£ 79 
~92~" 216 
"9B_Z^£23 B4" 

96 ££■ 

99 £25 98 

100 236 101 

104 228_102 
11£ E31_105 
117_ 23£_lb6 
123 £33 107 




235_108 
£9^Ji36__H4 



Graph ehowlng aiBtrlhntlon 
of narks In English of BEae 
£66 Btnayata-, Collage Ho. 1. 



80 ' 85 ' 90 ' 95 



Chart Ho. 


90. 


Fresh. English 


of the same E66 etnaents, 


College Ho. 1, 






615i. 

£30- 16E* 


315E 
112 80- E4 1£8* 


3* 187 143- 1 


£B£ 166* 


113- 88 £B 136- 


18* 188 146- 59* 


££* 


Y 




£00- 


2"34- 172 


ne 86* SB* 164- El* 


190 157- 63* £8* 






203 


66- E3b 173 
"^7^636 17?^ 


116* 87 37* 180 23* 
lEO- 88 38*^ 186 33* 


19£ 159* 77 £9* 6' 1 




208 


193 160' 79 


30' 


6' 


136- 41- 


£11 


68- 241 178 


lEl 89* 39* 194 34* 


195 163* 62* 


31. 


7* 


139- 71- 


218- 


70 246- 181 


1£2- 91* 42 £05 43' 


196 164' 90' 


3£* 


8'"" 


149- 76 


£20- 


78- £48- 185 


1E3 9£ 46* £12 46* 


167 16B* 101 


36* 


9! 


166- 96 


£££- 


100 2BO- 191 


1E6* 94* Be* £2B 49* 
134- 96 60* 226 60* 
138- 97*- 61- £37- 54 


£01- 166* 102 


40* 


10* 


198- 99 


££3 


108 251- 199- 


£0£- 169* 105 
E^4 170 110* 


44* 

45* 


11* 
IE* 


'206- 117 


229- 


157- £63- 207- 


£17- 124- 


238 

242- 


142- 254- 210- 
144- £65- £13- 


145- 98 66* £39- 67 


209- 174 118- 


47* 


13* ~ 


£19- 127- 


160' 104 69' £40- 64' 


216- 176 119* 


61* 


14* 


££7- 129- 


243- 


147- 263- 214- 
168' £64- 216 


161- 106 7£ £43 81 


££8 179 \Z^ 
231 182 iS£*" 


6£* 

63* 


16' 


£52- 130 


266- 


163- 107 73 £47- 85' 


258- 151- 


259- 


171 266- £E1- 


166* 109- 74- £49- 93- 
161*" 111- 76*11257- 1031 


£44- 185 140- 
P6£- 184 141 


6B 


17* 


661- 13^1 |£60- 


177 1 1266- £24 


56* 


19*1 


7E 


60 86 90 


9b 







Graph showing dlstrlhutlon 
of maa*a In English of 
£66|-9«^s, in High Sohool 
Ho. 1. 



90 96 97.B 



Chert Ho. 91. Arerage of 3 


years In Bngllel 


for each of the £66 


89 pupils 
149 


001 flO. 1. 
68 


pnpllB 




89 pnplla 
162 3B 


1 


153 61 






166 37 


£ 


154 68 £10 


143 




169 38 


3 


166 71 EH 


145 101_ 


£5 




161 39 


4 


£06 74 £1£ 


146 106 


42 




164 40 


E 


£13 77 £17 

E14 78 220 


147 106 

148 107 


66 18E 

67 18C 


6£ 

66 


£0 166 43 
^ £1 166 _ 44_ 


6 
7 


7E S19 83 £27 
111 EEE 88 £30 


168 H4 
172 116 


64 £64" 75 
66 £05 79 


r £4 168 47 
£6 169 48 


9 

10 


_113 . 2£3 96 234 


173 U7 


70 _£09 BL 


28 170 60 n 1 


1E2 £24 99 236 


177 118 


73 215 10£ 


29 183 62 


-1-2—1 


1£4 229 100 £36 
133 £45 304 237 


180 1£1 

181 123 


76 216 116 
84 ££B 160 


^0 166 63 
31 187 63 


13 . 
14 


_a42 £51 112 240 
151 £53 lEO £41 


198 
199 


126 
1P,9 


87 _£28 162^ 
89 £31 163 


34 189 82 
46 190 86 


17 


_£65 254 127 £42 200 


130 


91 E3£ 171 


54 192 90 


IB 


£59 £66 137 246 £0£ 


131 

^7>^ 


93 £38 176 


49 194 103 


19 

£Z 


E61 257 138 £48 £03 


134 


94 £43 176 


66 196 110 E7 1 


£65 £60 140 £62 


£07 


135 


96 £47 178 


58 196 119 32 1 


|E66 1 |£e4 144 I |£63 


£08 


141 


98 ||£49 179 


69 1 1197 128 


35 || 


80 BE 90 


98 


.^".6 


1 



94 



STANDARDIZATION OF SCHOOLS OF KANSAS 



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STANDARDIZATION OF SCHOOLS OF KANSAS 



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_ 







COMPARISON OF RELATIVE STANDING OF PUPILS 



97 



Chart Ho. 101. Freeh* £ng. 
of 64 pnplle. High Sdhool 
Ho. 7. 



BlatrlhTitlon of 
Marks in Chart 
Ho. 101. 



H h 







Z 1 






3 4 




49 


29 6 




50 


30 6 




64 


31 7 




66 


32 8 




66 


33 9 




57 


34 10 




58 


35 11 




69 


36 IE 




fift 


37 13 




61 


38 14 




63 


39 15 




(if) 


40 16 




66 


41 17 




67 


42 IB 




68 


43 19 




69 


44 EO 


6£ 


70 


45 21 


78 


71 


46 22 


79 


72 


47 23 


80 


7S 


48 24 


fll 


74 


6i 25 


82 


76 


52 26 


83 


76 


BS 27 


84 


77 


64 28 


3 


Z 


1 



Chart Ho. 102. Freeh. 'Bag, 
of the same 84 puplle, 



Dletrltntion of 
Marks in Chart 
Ho. 102. 

















1 


Ill 


II 


I 





47* 


16! 






49 


46* 






50 


£0' 






51* 


21* 






63* 


£2» 


K 


J! 




56 


23» 


4' 


^l- 




68 


25* 


6* 


6' 




59 


27' 




7! 


?A* 


60 


28' 


35' 


'1 


26' 


61 


P,»' 


3fi! 


10* 


52* 


65 


30* 


38* 


nt 


67 


68 


31' 


39' 


12* 


62- 


69 


32* 


4fi» 


13' 


66 


71 


37' 


54 


14' 


67 


74 


40' 


65 


l«t 


70 


76 


41* 


63 


17' 


73 


76 


42* 


64* 


18' 


84- 


77 


43' 


72 


19* 


a:^- 


74- 


44' 


78- 


33' 


84- 


81- 


45^ 


eo- 


34* 


Ili 


■ tl 


' 



BlBtrihutlon of 
Maria in 
Chart No. 
103. 



Chart Ho. 103. Fresh. Math, of 184 pupils. 
High School Ho, 6, 




BiBtrlhutlon of 
Maiks in Chart 
Ho. 
104. 



iBtrlljiitlon of 
larks In Chert 
Bo. lOS. 



+tH- 



Chart Ho. IDS. ?resh. 'Sag. of 165 pupils. 



H±j 


h 3Bhool 


77 1 




124 . 


73 


62 


26 


1 




125 


27 


79 


53 


28 


2 




12fi 


Bl 


80 


64 


29 


3 




127 


ee 


86 


55 


«0 


4 




128 


83 


87 


56 


31 


5 




129 


84 


88 


57 


Z2 


6 




■\?n 


85 


91 


58 


33 


7 




131 


89 


92 


69 


34 


8 




133 


90 


93 


60 


35 


9 




134 


94 


95 


61 


36 


10 


' 119 


135 


96 


98 


62 


37 


11 


: 140 


1S6 


97 


100 


63 


36 


IS 


; 141 


137 


99 


101 


64 


39 


13 


1 144 


13fl 


102 


103 


66 


40 


14 . 


1 155 


139 


107 


104 


66 


41 


15 


: 156 


142 


109 


105 


67 


42 


16 


j 157 


146 


110 


106 


68 


43 


17 


158 


147 


m 


108 


69 


44 


18 


159 


148 


112 


113 


70 


46 


19 


160 


149 


114 


115 


71 


46 


20 


161 


150 


117 


116 


72 


47 


21 


162 


151 


118 


121 


73 


48 


22 


163 


152 


120 


132 


74 


49 


S3 


164 


153 


1P.2 


143 


75 


50 


24 


165 


154 


123 


146 


76 


51 


26 


T" 


G 


£ 



ristrlhntlon of 
Merits tn Chart 
He. 106. 

















1 


c 


B 


A 1 



Chart Ho. 104. Freeh. Hath, of the same 184 
pupils, College Ho. 8, 





7* 4' 






1ft* IB* 14' 




72' 


70* 12 B 15* 


fll* 


31* 




77' 


73* 130 £5' 


66* 


32* 




as' 


62* 132 37' 


87* 


33* 




85* 


1 84' 133 38' 


_e9* 


-^ 




102 


94*^136 44* 


~91*~ 


Toy 




104 


103 140 45* 


92* 


42* 




109 


105 141 46"*" 


95* 


43' 




153 
154 


110 142 48^ 


96* 


49* 




111 145 53* 


98* 


60* 




158 


llE 147 64*" 

113 148 67:*^ 

114 150 62* 


99* 


''l! 


3* 


"E* 159 


101 


52* 




! 8' 162 


108 


68' 


^l 


9* 163 


116 152 65* 


123 


69* 


1*1 


11' 170- 


118 155 69' 


131 


60* 


17* 


12' 171- 


120 160 78* 


136 


61* 


18' 


20' 174- 


122 161 97' 


137 


65* 


"t 


I 24* 175- 


126 164 100 


143 


64* 




1 34' 176- 


1E7 166 106 


144 66' 22' 1 


j 41 177- 


128 166 107 


146 


71* 


S3' 


i 47* 179- 


129 167 116 


161 


74* 


26* 


66 180- 


138 169- 117 

139 172- 119 
149 173-'121 


166_ 

157 

168- 


76* 


E7* 


, 55' 182- 
^67* 185- 


_76* 
79* 


.28* _ 
29* 


-ffS* 184- 


163 181- 124 


178- 


80* 


30* 


— C 


B 


^ 



Sng. of the same 166 



^u^lXb 1 




22* 


i 




118 


70* 


23* 


30* 






120 


71* 


24* 


31* 


^l 




121* 


72* 


26* 


32* 


2' 




1E3 


73* 


ER* 


33* 


K 




1E5 


74* 


35* 


34* 


4* 


112 


50* 


128 


75* 


37* 


36' 


^'l 


1H 


fifi* 


129 


81 


38* 


39* 


«! 


124 


57' 


133 


82 


*^! 


40* 


7* 


126 


62* 


134 


84 


42* 


K 


K- 


127 


63* 


138 


87* 


43' 


47* 


-^ 


136 


68* 


146- 


88* 


4b* 


4?1 


131 


76* 


141- 


91* 


46* 


bS* 


xx'l 


136 


77' 


142 


94 


48* 


68' 


IE? 


136 


7R* 


US" 


96* 


"1 


83 


13» 


137 


79* 


146 


97 


63* 


85 


14* 


139 


80' 


148 


98' 


54' 


86 


15* 


145' 


89 


149 


100' 


65* 


93' 


16' 


151 


90 


150 


101* 


t>9* 


95^ 


17* 


Il53 


92' 


152 


102! 


60* 


115* 


18* 


155- 


99 


154 


103' 


61* 


116* 


19» 


157- 


106' 


156- 


104' 


64* 


119- 


20' 


158- 


107 


169- 


106* 


65* 


122 


SI* 


161- 


108' 


160- 


JIO 


60* 


13„2JL 


_26^ 


164- 


ill 


165- 


117 


69*" 


147 


29* 


■ a 






S 




A 



98 



STANDARDIZATION OF SCHOOLS OF KANSAS 




it ^ «■ \* « It » \ *** [•«»|f 

' |HHf-«i-4 i-IC\|McJ W<Nj W CQitatO tOltO 

»Oia3,CTkOiH|M'^in.u3t>iOi-*COiCiO «'•<* 








fr- « cried CO O" 
n I- r- »- H i-t 



O ^ o c O'^ 
cc o 9 a o 



HH Hri HH 



^ <£ (J 



1 eg eg oj 

I U3 O] 



aS5: 



OlflC c 

<«u: u 

e4a: 



u o n 
Hoi 



1" 



l-il-ll-l 






Si-r*L 



fOi ^« (OCG <( 
IfiO] ei^B^ t-0^ 



JO>l 



3 ^^Hc 

rtli-lHr 



• OC 
H N « 
HHr 



COMPARISON OF RELATIVE STANDING OF PUPILS 



99 



♦ » # i^ 



[0CnQHMcQ<tO 
Hi-trlri Hrt H rH 

lOe-COOiOHHEO 



r4 o»oto»(AO»oic 



iCOC»p'H<\lfcO 

a> CD [j»|o^o*io» 

itHHHr-lH HHkH»H 







f>o>ool6oob|oo 3h 9 

Hi-I HH|fHr-t HfH rlH 



HOI lOlO OkO 



3t^0DHtO'<ffr-CDOr4UIO 



it-it-tHH M 



H M tQ^tO ^> e* 



i-l HiHH H 



mo t^ CD H 



rHlr-*H rH »-l 






COO»OH NA 



o» 5»o Dr« -H 



So 3 



SSSSS'' "^ 



■ 


E 


— 


• » 


TTif , » f 
























































l-t 










o 
o 










F 








H r- .- M n rt 1 


^ ««g« 




M 


Im 


sgs 








•ao- 






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lOO STANDARDIZATION OF SCHOOLS OF KANSAS 

SEC. V. COMPARISON BETWEEN THE RELATIVE STANDING OF THE SAME 
PUPILS IN THE GRAMMAR SCHOOL, HIGH SCHOOL, AND COLLEGE 

The purpose of the previous comparisons has been to try to deter- 
mine the existing relation between the grammar schools and high schools, 
and also between the high schools and colleges, but not necessarily deal- 
ing with the same pupils throughout the three institutions. The pur- 
pose of this last section of chap, iii is to try to determine the relation 
of the grammar school to the high school and the relation of the high 
school to the college on the basis of the marks made by the same pupils 
who have attended all three of these institutions of learning. 

In the former sections naturally there were more different pupils 
involved, because it is very difhcult to find reliable records of large 
numbers of pupils who have attended the three institutions.^ 

In order to make such a comparison as this in sec. V it is necessary 
to have available records covering at least the eighth grade, the four 
years of high school, and the first year of college work. But it is easy 
to see what a tedious process it is to gather much of this sort of reliable 
data when it is remembered that one-half of the grammar-school pupils 
drop out somewhere near the completion of the fifth grade, and that not 
more than 5 per cent, approximately, go on to high school, and not more 
than I per cent enter college. So far as the writer is aware, the collec- 
tion of the marks of pupils attending the three institutions has not pre- 
viously been done in an extensive way. And it will need to be carried 
much farther in order to justify wider conclusions.^ 

While this section also involves a separate comparison between the 
grammar school and high school, and between the high school and 
college, yet it is not a mere duplication of the former sections. It will 
be of some interest to see whether the percentage of retention for the 
pupils who attend all three of the institutions is similar to the results 
in the former sections, although the largest group of pupils used in sec. 

^ The difficulties in securing reliable data for such a comparison as this are obvious. 
Many pupils who graduate from high school have completed their eighth-grade work 
in cities other than the one in which the high-school work has been done. Some 
pupils have come in from the rural sections where records often are poorly kept. 
Some pupils when partly through the high school either move to another city or drop 
out temporarily and consequently records are not continuous. Many high-school 
pupils who are reported by principals as entering college leave before any record 
worth noting is made. These are only a few of the veritable difficulties met with 
in the actual collection of marks. 

^ High schools Nos. 5,1, and 6 have furnished the majority of the records for this 
triple-institution comparison. 



COMPARISON OF RELATIVE STANDING OE PUPILS lOI 

V in comparing the grammar and high school has not been previously 
used in this thesis. Many of the pupils already included in the grammar- 
school discussions never went on to college. 

The charts, tables, graphs, and diagrams used in this section are 
similar to those used in earlier sections, and so will need no further 
explanation at this juncture. The diagram used is probably the 
main original supplement to the graphic representation by the use 
of charts. 

Since it is not possible to compare more than two subjects or two 
institutions at any one time by the use of the charted marks of pupils, 
it was necessary first to compare the marks of the grammar-school 
pupils with those of the high-school pupils, and then to compare the 
marks of these same pupils in the college with their marks received in 
the high school. 

In order to read charts no, in, 112, then, first it is necessary to 
compare chart no with chart in. This will show how the pupils have 
maintained their relative positions in the groups, or how they have 
shifted their relative positions in the high school. The starred num- 
bers in chart in indicate that originally the pupils represented by these 
starred numbers were located within the high group of the grammar- 
school work in eighth-grade English. The numbers accompanied by 
the minus characters indicate that these pupils originally began their 
grammar-school work with a position in the low group. The plain 
numbers in chart in represent pupils who have come from the middle 
group of the grammar school. 

Ignoring, then, in the second instance the stars and minuses in chart 
III, it may be read again in a similar fashion in relation to chart 112, 
which shows the positions of pupils in the college work who have come 
from the high school. 

The tendencies in distribution of the groups which have appeared 
in other sections relative to grammar school No. 5', high school No. 5, 
and college No. 2 may be seen in these later comparisons in charts iio- 
15. In no or 113 the marks of the grammar-school pupils are most 
numerous between 86 and 95 per cent, while the marks of the same 
high-school pupils are most numerous between 75 and 90, and 78 and 89, 
respectively, in charts in and 114, while the marks of these same pupils 
are bimodally divided in college No. 2, as is indicated in either chart 112, 
or II 5. Is this amount of zigzag shifting within precisely the same group 
of pupils as they pass from one institution to another justifiable? Or 
is it probable that if the institutions should agree more definitely upon 



I02 STANDARDIZATION OF SCHOOLS OF KANSAS 

the rating of students among themselves and between each other the 
shifting of groups of this kind would be quite materially reduced ? 

When the sixth and seventh grades of school No. i are Included in 
charts ii6, 119, 123, 126 the tendency of the upward skew occurs in a 
similar fashion to that pointed out in previous sections where only the 
eighth-grade work was considered, in other schools.^ 

On the other hand, as we have seen previously with respect to gram- 
mar school No. 6 in charts 60 and 64, so here again we may observe a 
tendency toward a normal distribution curve, as is evidenced by such 
charts as 129, 132, 135, 141, 148. 

Charts 120 and 124 are both skewed more toward the top than is 
122. This likely shows that there is some irregularity in the standards 
used by teachers. Otherwise chart 124 would be more like chart 122 
than like chart 120. Another explanation may be offered, namely, that 
a select body of pupils is represented in 124, since chart 125 showed that 
as a group they have held their place quite well in college. 

Graphs 116, 117, 118 indicate as well as graphs 119, 121, and 122 
that the grouping is more similar between the high school and college 
than the grouping between the grammar school and high school, and a 
similar conclusion may be made regarding the charts 123-28. 

However, the graphs representing the sixth-, seventh-, and eighth- 
grade English of 50 pupils, and an average of their four years' English 
in high school together with an average of their three years' work in 
EngHsh in college, as shown respectively in charts 123, 124, 125, are 
enough alike to justify the assertion that the standards used in grammar 
school No. 1' , high school No. i, and college No. i are in the main some- 
what similar. In a modified form this statement will hold also with 
respect to charts 126, 127, 128. 

The 74 pupils in mathematics represented by charts 132, 133, 134 
are part of the group of 90 students in English represented by charts 
129, 130, 131. There is a general corresponding similarity in the charts 
for the respective institutions. But, is the almost equal distribution of 
marks in chart 134 justifiable ? 

Charts 129-40 indicate that the grouping of pupils is more alike 
between grammar school No. 6' and college No. 3 than between high 

' The system of grading in grammar school No. i in the records used was whole 
numbers and fractions, as, for example, i, i|, i|, i|, 2, 2\, 3, etc. i is used to repre- 
sent 95 per cent; i|, 90; 2, 85; 2I, 80; and 3, 75 per cent for purposes of charting. 
As before noted this is not an absolutely accurate method, for i, or 95 per cent, really 
stands for something in the range of 95 per cent. This translation was made into 
percentages because some of the later marks had been recorded only in integral numbers. 



COMPARISON OF RELATIVE STANDING OF PUPILS 



lO^ 



school No. 6 and the college.^ The grammar school has a more normal 
distribution of marks than the college, particularly in the subjects of 
mathematics and history. 

Judging from charts 143 or 145 or 147 the distribution either in 
chart 142 or 146 is more justifiable than that of 144, for the pupils in 
145 do not maintain their position so well as in 142 or 146 when they go 
on to college. Furthermore, the distribution in 142 and 146 corre- 
sponds more to 141 than does that in 144. 

Chart 141 represents 35 pupils in eighth-grade Enghsh from grammar 
school No. 6' who go on to college.^ Charts 141, 142, 143 indicate a 
general similarity of groupings used in the respective institutions just 



a 


; H.S.K0.5 

Ch. 110, 111 




Col. Ho. 2 
Ch.li: .112 


. 


H.S.N0.5 

Ch. 113. 114 


1 


Col.llo.2 
Ch. 114. 115 




rr. 


Eng 




Fr.Ena. 


U 

Si 
<D 


Fr.and So. Ere. 


Vr.V.na. 


CO 

^ 

ID 




1 


2 


..3. 


Ret. 


1 


2 


3 


Ter. 
Het. 


1 


2 


3 


Tar. 
Est. 


1 


2 


3 


ierT 


1 


7 


4 


r 
3 


50.00 


7 


5 


2 


50.00 


7 


5 


2 


50.00 


7 


s 







2 


5 


4 


^ 


30.76 


5 


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30.76 


4 


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38.46 


5 


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36.46 


_3. 


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5 


■> 


50.00 


2 


4 


8 


57.14 


3 


3 


a 


57.14 


2 


3 


p 


64.28 





Tot.Eet. 


43.90 


Tot.Eet. 


46.34 


Tot.Eet. 


4e..78 


Tot. Ret. 


51.21 



TABLE X 
Showing the retention in grammar school No. s', high school No. 5, and college No. 2. 

as 141, 144, 145 and 141, 146, 147 and 148, 149, 150 do when compared. 
But in the majority of cases there is a closer likeness in the grouping 
between grammar school No. 6' and high school No. 6 than between 
high school No. 6 and college No. i, and this may be due in part to the 
fact that the college is not located in the same city and consequently is 
not so likely to dominate over the high school in setting standards. 

The summaries of the retentions are presented in the tables that 
follow. Table X indicates the results of the comparisons made between 
the marks of 41 pupils who attended the three institutions, namely, 
grammar school No. 5', high school No. 5', and college No. 5. The 
retention for charts 11 1 and 112 is higher than that for charts no and 
III, and the retention for charts 114 and 115 is higher than that for 
charts 113 and 114 in the subject of English. According to this result 
the relation between high school No. 5 and college No. 2 is closer than 
the relation between grammar school No. 5' and high school No. 5, 

^ This college is located in the same city with the grammar school and high 
school. 

^ These pupils are numbered in order of their standing determined from the 
exponents accompanying the marks. 



I04 



STANDARDIZATION OF SCHOOLS OF KANSAS 



The retention for the middle third and for the upper third is, however, 
the same for each institution. The retentions here correspond rather 
closely to the comparisons made between high school No. 5 and college 
No. 2 in the larger group of the earlier section. 

The general result of the comparison made between grammar school 
No. i', high school No. i, and college No. i may be seen in table XL 
The retentions both between the grammar school and high school and 
between the high school and college are considerably higher than was 



H 


H. 


1 


IJn 


1 




33 
a 


Col. ITo. 1 


W 
CO 


li. C. Ho. 1 


a 

w 

i 
ft 


Col. Ho. 1 ^ 




Begin Ger. 
Ch. 116, 117 


Uod. Lang. 
Ch 117. 118 


Freeh. Eng. 
Ch» 119, 120 


FreE)}. Eng. 
Ch _12pj. 121 _ 




1 


?, 


3 


Ter. 
Ket. 


1 


2 


3 


Ter. 

Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


ler. 
Retj, 


1 


.•^0 


6 


1 


81.08 


28. 
8 


8 


1 


76.67 


40 


9 


4 


76.4$ 


33 


20 





6.2..2£ 


?, 


7 


19 


n 


61 p 3? 


19 


10 


61,33 


13 


26 


14 


48,07 


16 


21 


iS. 


40,38 


3 





12 


2B 


67jM 


1 


10 


26 


70.27 





18 


36 


66.03 


4 


11 


38 


71.69 


Tot. Bet. 


66.66 


Tot. Ret. 


66.76 


Tot.Ret. 


63.29 


Tot.Ret. 


67.69 


1 


H. S 


19 


. 1 




Col. lie. 1 


c 

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h 
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A»er 
Ch. 


yre. Eng 
122 


Presh. Eng. 
Ch. 122. 121 


Aver. 3 yre .Eng 
Ch, 123. 124 


Aver. 4 yre .Eng 
Ch. 124., 126 




1 


P. 


3 


Rer. 
Eet. 


1 
32 


2_ 

19 


3_ 
2 


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Ret., 

60.37 


1 


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Ret. 

68,82 


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48.07 


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44.23 


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51tl2 


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43.76 


3 


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67.9;? 


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36 


67.92 


2 


4 


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64.70 


2 


4 


11 


64.70 


lot. Ret. 


59.49 


lOt.Ret. 


66.96 


Tot.Ret. 


64.00 


Tot.Ret. 


68.00 


5 

< 


H. S. No. 1 


5 

< 


Col. Ho. 1 


latle XI 
tlon t 
School I 
School H 


, shewing re ten - 
etween Grammar 
0. 1, High 
0. 1, and 


Aver. £ yrB.Matli 
C3i. 126. 127 


Freeh, tath. 
Ch, 127. 128 




1 


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S 


T.R. 


1 


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3 


T,R, 


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2 


6 


88, 8£ 


11 


7 





61.11 


2 


2 


13 


4 


68.10 


6 


e 


6 


42,10 


3 





4 


14 


73jn 

78.18 


1 


4 


13 


72,22 


Tot. Eet. 


Tot. Bet, 68.18 








Ca 


Liege 


Ho. 


1 









found to be the case in grammar school No. 5', high school No. 5, and 
college No. 2. Part of this may be due to the necessity of charting on 
the three-estimate basis rather than on a wider per-cent basis, but it is 
no doubt safe to assume upon the basis of the results as they appear in 
table XI that the correlation between the primary, secondary, and 
higher institutions is the closer in the latter comparison.' 

'The high-school marks used were i, 2, 3. In this comparison i equals 97.5; 
2 equals 90; and 3 equals 80; an average of 2, i equals 93!; an average of i, 3 equals 
88.7s; an average of 2, 3 equals 85. For convenience, 93! is charted as 95, and 88.75 
as 90. In the college marks of i, 2, 3, number i is used to indicate 95; number 2, 
85; number 3, 75; an average of i, 2, 90; an average of i, 3, 85; an average of 2, 3, 



COMPARISON OF RELATIVE STANDING OF PUPILS 



105 



The triple-arranged columns opposite the numbers of the individuals 
show whether a pupil has shifted or maintained his or her position in 
passing from one institution to another. For example, 27, 17, and 16 
did not shift out of the high group; 4, 14, 19, and 28 maintained their 
positions in passing to the high school, but 4 and 14 dropped down to 
the second group in the college, while 19 and 28 dropped to the third 
group. By a glance at the table as a whole it may be seen that there 
are comparatively few third-group pupils who have risen to the high 
tertile; comparatively few first-group pupils fallen to the low tertile; 
in the middle tertile there is more of a mixture and shifting of positions 
indicated. 



PupU 


low Tertlla 


Pupil 


Hid 


Tertile 


Pupil 


Hl«h Tertil* 


6 


3 


3 


3 


10 


2 


2 


2 


27 




1 


1 . 


30 


3 


3 


3 


41 


2 


2 


2 


17 




1 


1 


e 

22 
3 


3 
3 


3 
3 


3 

3 


12 
23 

13 


2 


2 


2 


16 

4 

14 




1 


1 


2 


2 


3 

1 




1 


2 
2 


3 


3 


2 


2 


1 


40 


3 


3 


2 


34 


2 


1 


1 


19 




1 


9 


9 
24 




3 


1 
3 


20 
25 


2 

2 


1 
1 


2 
2 


28 

31 




1 


3 

1 


3 


2 




2 


26 


3 


2 


3 


35 


2 


1 


2 


18 




2 


1 


32 


3 


2 


2 


2 


2 


3 


3 


38 


1 


2 


1 


37 


3 


Z 


1 


6 


2 


3 


3 


29 




2 


3 


11 


3 


2 


1 


21 


2 


3 


3 


36 




3 


1 


1 


3 


1 


' 1 


7 


2 


3 


3 


33 




3 


2 


39 


3 


1 


1 










15 




3 


2 



TABLE B* 

Showing the relative standing of each individual in grammar school No . s', 
high school No. s, and college No. i. 

* The numbers used for pupils in table B and table C are the same numbers given miscellaneously 
to pupils in the larger previous groups. This explains the fact that number 2 above and number 3 in 
table C, for example, are recorded in the second group of the grammar school, etc. 

This triple-table arrangement has been here suggested because it is 
applicable to small as well as to large groups. In the above instance 
the number is somewhat small. The second column of the table in the 
high tertile indicates that seven pupils held the same group position 
in the high school which they held in the grammar school. This same 
fact is indicated in diagram III by the number 7 in the first tertile of 
the high-school group. Four pupils in diagram III, as indicated by the 
second column of the middle tertile of table B, held the same relative 
position in the high school which they held in the grammar school. In 
this manner the shifting or retention of each individual pupil may be 
traced out by following the lines in the diagram. 

From this table it is easy to construct the diagram which traces the 
groups as a whole. Both the triple table and the diagram show that- 
many pupils tend to keep within the same groups, respectively, as they 
pass through the different institutions. Out of the 14 pupils in diagram 
III who appear in the high third of the high school 7 have come from 



Io6 STANDARDIZATION OF SCHOOLS OF KANSAS 

the high third of the grammar school, 5 from the middle group, and 2 
from the lower group. There are 3 pupils in the high group who go 
straight through within the same group, 3 in the middle group, and 4 
in the lower group. A later diagram for another school will show a 
higher retention than this. 

In further detail it may be pointed out that the retention between 
the grammar-school Enghsh and the high-school German is a little 
higher than is the retention between the grammar-school English and 
the high-school English. The higher retention between grammar- 
school English and Freshman Latin than that between grammar-school 
and high-school English has been pointed out earlier. The above higher 
correlation between the English and German might be accounted for 
by the fact that the German was taken in the Junior year while the 
English was taken in the Freshman year, at a time then the pupils were 
more immature. But since the retention for charts 119, 122 is lower 
where there is an average of three years of high-school English consid- 
ered, it is likely that the correlation between the English and German 
is better than the English and English in the two institutions, namely, 
the elementary school and high school. 

The fact that the retention is higher between charts 126 and 127 
in the subject of mathematics than it is between charts 123 and 124 in 
the subject of English may be due to the fact that a different standard 
is being used in the high-school English than in the subject of mathe- 
matics. For when the pupils go on to college the retention as shown 
between charts 124 and 125 is about the same as the retention between 
charts 127 and 128. 

With the exception of the relation between charts 123 and 124, 
table XI shows that the retention is higher between the grammar school 
and high school than it is between the high school and college. But the 
relation between high school No. i and college No. i is closer according 
to the tertile method than was the relation between high school No. 5 
and college No. 2. This higher retention in school No. i may be the 
result of the influence of the coHege. And since most of the pupils who 
go to college do not need to change their home environment in this 
instance there is likely to be less of a break between the earlier school 
work and their college work. 

Table C may be read in the same manner as table B. When the 
second column of any of the three tertile groups is read it shows the 
group to which a pupil belongs in the high school. For example, 40 
pupils were retained in the first group of the high school, as the second 



COMPARISON OF RELATIVE STANDING OF PUPILS 



107 




io8 



STANDARDIZATION OF SCHOOLS OF KANSAS 



column of the high tertile shows, 25 in the middle, as the second column 
of the middle tertile shows, and 35 in the lower, as the second column of 
the low tertile shows. By reading the three columns simultaneously, 
under any one tertile, it shows how many pupils were retained through- 
out the three institutions, which in this case is 28 in the high, 10 in the 
middle, and 25 in the lower groups, respectively. 



Pupils 


low Tertile | 


Pupils 


Hid. 


Tertile 


Pupils 


High Tertiie 


107 


3 


3 


3 


81 


2 


2 


2 


1 








156 


3 


3 


3 


84 


2 


2 


2 


2 








41 


3 


3 


3 


85 


2 


2 


2 


4 








127 


3 


3 


3 


86 


2 


2 


2 


5 








131 


3 


3 


3 


87 


2 


2 


2 


6 








139 


3 


3 


3 


24 


2 


2 


2 


7 






1 


142 


3 


3 


3 


69 


2 


2 


2 


8 








144 


3 


3 


3 


75 


2 


2 


2 


9 








145 


3 


3 


3 


94 


2 


2 


2 


10 








147 
149 


3 

3 


3 
3 


3 
3 


54 
82 


2 


2 


2 


11 
12 








2 


2 




151 


3 


3 


3 


31 


2 


2 




13 








153 


3 


3 


3 


55 


2 


2 




14 








114 


3 


3 


3 


£2 


2 


2 




15 






1 


117 


3 


3 


3 


77 


2 


2 




16 






1 


120 


,3 


3 


3 


79 


2 


2 




17 








129 


3 


3 


3 


90 


2 


2 




19 








133 


3 


3 


3 


102 


2 


2 




22 








134 


3 


3 


3 


105 


2 


2 




26 








136 


3 


3 


3 


119 


2 


2 




29 


1 






137 


3 


3 


3 


97 


2 


2 


3 


32 








138 


3 


3 


3 


106 


2 


2 


3 


40 








95 


3 


3 


3 


115 


2 


2 


3 


44 








96 


3 


3 


3 


116 


2 


2 


3 


45 








100 
154 


3 


3 


3 


121 
28 


2 


2 


3 


52 

56 








3 


3 


2 


2 


1 


157 


3 


3 


2 


30 


2 


1 




59 








148 
74 


3 
3 


3 
3 


2 
2 


36 

47 


2 
2 


1 
1 




63 
18 












~2 


88 


3 


3 


2 


61 


2 


1 




20 






Z 


135 


3 


3 


2 


3 


2 


1 


2 


21 






2 


143 


3 


3 


1 


35 


2 


1 


2 


23 






2 


118 


3 


3 


1 


34 


2 


1 


8 


27 






2 


140 


3 


3 


1 


37 


2 


1 


2 


33 






2 


146 
126 


3 


3 


1 
3 


43 

46 


2 
2 


1 
1 


2 
2 


38 
39 






2 
2 


3 


2 


155 


3 


2 


3 


48 


2 


1 


2 


49 






2 


158 


3 


2 


3 


53 


2 


1 


2 


50 






2 


150 


3 


2 


3 


83 


2 


3 


2 


58 






2 


130 
98 


3 
3 


2 
2 


3 
3 


92 
93 


2 
2 


3 
3 


2 
2 


60 
42 






2 1 

2 1 




2 


108 


3 


2 


3 


66 


2 


3 


3 


57 




2 


2 


25 


3 


2 


2 


68 


2 


3 


3 


64 




2 


2 


89 


3 


2 


2 


99 


2 


3 


3 


65 




2 


2 


91 


3 


2 


2 


104 


2 


3 


3 


72 




2 


2 


103 


3 


2 


2 


! 109 


2 


3 


3 


73 




2 


2 


128 


3 


2 


2 


111 


2 


3 


3 


67 




2 


3 


152 


3 


2 


1 


i 112 


2 


3 


3 


70 




2 


3 


132 


3 


2 


1 


113 


2 


3 


3 


76 




2 


3 


141 


3 


2 


1 


122 


2 


3 


3 


61 




3 


2 


101 


3 


2 


1 


123 


2 


3 


3 


80 




3 


2 


110 


3 


2 


1 


124 


2 


3 


3 


71 




3 


3. 


125 


3 


2 


1 










78 




3 


3 



TABLE C 

Showing relative standing of each individual in grammar school No. i', high school No. i, 
and college No. i, of 158 pupils. 

From a glance at table C it may be seen that a great many of the 
pupils tend to remain within the group in which they started out in 
the grammar school. 

There are some extremes, such as numbers 71 and 78, or 118 and 
140, but these are comparatively few. The relative decline or progress 
of a student's work throughout the three institutions may readily be 



COMPARISON OF RELATIVE STANDING OF PUPILS 



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STANDAEDIZATION OF SCHOOLS OF KANSAS 




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COMPARISON OF RELATIVE STANDING OE PUPILS 



119 



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STANDARDIZATION OF SCHOOLS OF KANSAS 



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COMPARISON OF RELATIVE STANDING OF PUPILS 



121 













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122 



STANDARDIZATION OP SCHOOLS OF KANSAS 



■* 






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CHAPTER IV 

Geneeal Conclusions 

A few conclusions incidental to the main issue of this thesis, and yet 
not irrelevant to it, will first be set forth. The completer standardi- 
zation of schools in any state will need to be based upon a series of 
investigations. Such a study as the present one, the writer believes, 
has value in establishing a more scientific attitude in the analysis of 
practical school problems. 

This thesis has dealt with marks or grades relative to the standardi- 
zation of schools. There can be no doubt but that scholarship of 
pupils is one important factor to be taken into account in attempting 
to get a measure of the efficiency of school systems. Nevertheless, 
in order to get a balanced estimate of the working standards of school 
organizations, it will be necessary to carry out other studies supple- 
mentary to any study based upon marks. It would be very profitable 
if some such problems as the nature of school support, the value of 
material equipments, the measurements of teachers, the significance 
of the physical, moral, and social life of the pupils, could be worked 
over in detail in the light of our more scientific attitude in educational 
doctrine and practice. 

As is obvious from the previous sections of this discussion, there is 
considerable difference of opinion as to the manner of rating pupils 
within any one state. In the light of this, one cannot avoid the conclu- 
sion that there is a great need of clarification, together with more common 
agreement as to what is the best system of marking; furthermore, as 
to what is the most expedient form for the preservation of inteUigible, 
accurate, complete, but simple records of the marks made' by pupils. 

The variation in the distribution of marks referred to frequently 
in the earlier discussion is evidence that there is lack of agreement in 
estimating the abihties of pupils. The most general tendency through- 
out the schools as a whole was the skew toward the top of the scale. 
Furthermore, in some instances it was found that the grouping of pre- 
cisely the same pupils was quite dift'erent from year to year within the 
same subjects. We have seen reasons for emphasizing the fact that 
there is need for the agreement of teachers among themselves upon the 
rating of pupils in the subjects within any one school. 

126 



GENERAL CONCLUSIONS 1 27 

There is no little difference of opinion as to the range of marks to 
be used. It is common to find one of two extremes — either a too-wide 
range, which frequently grows out of a percentage system, or a too- 
narrow range, which grows out of a letter or number system. When the 
theoretical scale is too wide, some points or marks are very likely not to 
be taken into account at all, or sometimes there is a theoretical differ- 
entiation too fine to be practicable. When the range or scale is too 
narrow, a lumping off frequently occurs with a consequent lack of 
differentiation. 

Why would it not be possible to adopt a theoretical scale which will 
be likely to be followed in practice, and which will, at the 'same time, 
overcome in some measure both of the above-mentioned extremes ? It 
will make comparatively little difference whether numbers, letters, 
qualifying words, or percentage systems are used, providing whatever 
marks we do decide to use are stated in translatable and comparable 
forms. Probably a six-, seven-, or eight-estimate system would serve 
very well for a compromise. And would it not be very profitable to 
keep a record of the degrees of failure as well as to keep a record of the 
points of difference between those who pass ? We have failed in a large 
measure to recognize that there is no absolute demarkation or abrupt 
dividing point between the eliminated pupils themselves as a group and 
also between the eliminated pupils and those who go on. It is valuable 
to know not only who has failed and who has passed, but also to know 
how much more some pupils have failed to pass than others. 

The writer is convinced through his experience in attempting to 
collect the data for this thesis that we are very deficient in the keeping 
of significant continuous records covering at least the period of years 
included by the eighth grade of the grammar school, the four years of 
the high school, and the first year of the college. Such records, of course, 
are indispensable if we care to make a study of pupils' progress through- 
out the three institutions. 

If typical school systems over our country would keep a careful 
record of the marks of several thousand pupils covering this period of 
six years of school life, such data in the form of certificates kept on file 
in the college vaults would furnish material for a check experiment to 
such an investigation as the present one, and consequently would 
furnish a means of testing the validity and value of present conclusions. 
The permanent records can be conveniently kept in the loose-leaf form 
within bound volumes in both the grammar school and the high school. 
The transfer of these to the college-entrance certificates would be a 
simple matter. 



128 STANDARDIZATION OF SCHOOLS OF KANSAS 

From the few comparisons made in this study as well as in some 
other studies the results seem to indicate that the capacities of children 
reflected through the pursuance of one school subject are characteristic 
in a great many instances of the capacities for work in other subjects. 
In agreement with this Miles says: "These coefficients would seem 
to show that if a pupil makes a good mark in one subject he will be quite 
apt to make good marks in all subjects. Similarly, the pupil who is 
poor in one subject will tend to be poor in all."^ 

After this brief statement of some of the incidental conclusions, it 
is in place to bring together in a summary way the general results 
found in the separate sections of the previous discussions with reference 
to the relative standing of pupils from year to year and from institution 
to institution, together with the consequent amount of retention. 

Percentages of retention have been determined throughout this 
thesis by means of the tertile method. These percentages have been 
stated in connection with the charts and in the tables used in the differ- 
ent sections. It is only necessary here to summarize by stating about 
what the average retention for all the schools compared is. It may 
be noted that in some cases a few schools show either a higher or lower 
retention than the following statement of the average. But when the 
schools are regarded as a whole the average retention within the grammar 
school is somewhere between 50 and 60 per cent for the upper and lower 
tertiles, respectively, and between 35 and 45 per cent for the middle 
tertile; within the high school it is between 55 and 60 per cent for the 
upper and lower thirds, respectively, and between 40 and 50 per cent for 
the middle third; from the grammar school to high school it is between 
50 and 60 per cent for the high and low groups, respectively, while for 
the middle it is between 35 and 45 per cent; from high school to college 
it is between 55 and 65 per cent for the upper and lower groups, and for 
the middle between 40 and 50 per cent. 

If an average of only the upper and lower tertile retentions had 
been used without consideration of the middle third, the retention 
would, of course, be considerably higher, and this would be really a more 
representative statement; for two-thirds of the pupils are included in 
these upper and lower tertiles, and since much of the interchange in the 
middle third is of little importance, for reasons previously seen in the 
body of the thesis, the results as shown by the tertile retention which 
has been used are conservatively stated and easily warrant the conclu- 
sions which follow. 

' University of Iowa Studies, p. 10. 



GENERAL CONCLUSIONS 1 29 

As previously noted, a modified median method has also been 
employed in ascertaining the retentions and correlations, and the 
general results of the comparisons are as follows: within the grammar 
school there is a retention of at least y^ per cent; within the high school, 
about 80 per cent; from grammar school to high school, between yo and So 
per cent, and from high school to college, between y^ and 80 per cent. 

These results are in general agreement with previous studies in so 
far as the former studies have made these comparisons. Miles has 
pointed out that the Pearson coefficient of correlation between the 
average elementary-school grade and the average high-school grade is 
+ . 71, and that the correlation between specific subjects is a little higher 
than this.^ Dearborn's results for the high school-university comparisons 
were as follows: 

Considering what percentage of those who were in the highest and lowest 
quarter of the group in high school remain in the upper and lower halves 
respectively of the class in the university, a little over 80 per cent of those who 
were in the lowest or highest quarter of the group in the high school are found 
in their respective halves of the group throughout the university. With 
the results of these two methods in mind, we are safe in concluding that three- 
fourths of the students who enter the university from the high schools will 
maintain throughout the university approximately the same rank which they 
held in high school.^ 

Expressed in terms of the two methods used, namely, the tertile method, and 
the average of the percentages of those pupils in the upper and lower groups 
who remain above or below the median, the results justify the conclusion 
that the majority of the pupils who are classified within a certain original 
group on the basis of marks retain this same grouping, whether we consider 
their progress within the grammar school or within the high school, respec- 
tively, or whether we consider their progress from grammar school to high 
school or from high school to college. Perhaps the most striking illus- 
tration of this conclusion is to be found in the groups of pupils that 
have been followed from the grammar school through the high school 
and into college, represented by such charts as 116, 117, 118, including 
III pupils; by such charts as 119, 120, 121, including 158 pupils, and 
by such charts as 123, 124, 125, including 50 pupils. 

In the introductory chapter it was stated that the object first would 
be to see what the actual existing relation between institutions is and 

' Studies in Education at the University of Iowa, Vol. I, No. i, pp. 8, 10. 
= Bulletin 312, High School Series No. 6, University of Wisconsin, p. 41. 



130 STANDARDIZATION OF SCHOOLS OF KANSAS 

then, on the basis of such results, make a statement as to what we have 
a right to expect in the way of retention between institutions. 

While the majority of the comparisons have been made between 
single subjects, yet it has been seen that pupils do about equally well 
or medium or poor work in all subjects respectively. Consequently 
the results obtained from the comparisons between single subjects do 
furnish a safe basis for measuring the efficiency of institutions. 

As already indicated, the comparisons made within the grammar 
school and high school were made as a sort of check experiments. 

In the light of the author's results found within the grammar school 
and high school, respectively, and in the light of the results of the other 
studies made of the relation between grammar school and high school 
and between high school and college, together with the author's results 
with reference to the grammar school, high school, and college, it may 
safely be assumed that we have a right to expect a retention between 
the grammar school and high school and between the high school and 
college of at least 75 per cent, or of three-fourths of the pupils. 

It is conceivable that this percentage of retention may be justifiable 
in some schools and not so in others. For it is admitted that it will 
sometimes be necessary to take account of the exceptional and varying 
social factors that come in and affect the efficiency of institutions. 
There may be instances where the correlation between high school 
and college is markedly higher than 75 per cent. When this is true it 
may be appropriate to inquire as to how far this is the result of the 
dominating influence of the college. Any standard of measurement 
which we attempt to set up ought to assume that institutions will be 
willing and free to modify practices whenever such modification is 
conducive to the best progress of the pupils concerned. 

If such a standard as this can be accepted as one means of measuring 
the efiiciency of institutions — until we find a different standard superior 
to the one here suggested there will be some advantage in having a 
tentative standard of measurement — then those institutions which 
show a retention of at least three-fourths of their pupils may be pro- 
nounced as working efficiently, so far as scholarship is concerned. When 
the relation or retention between primary, secondary, and higher insti- 
tutions is markedly lower than 75 per cent, it may be rightly questioned 
whether such institutions are working in an efficient manner. 



COMPARISON OF RELATIVE STANDING OF PUPILS IO9 

seen in such cases as 67, 70, and 76, or in such cases as 152, 132, and 141, 
respectively. 

The proportionate retention is higher between grammar school No. 
1', high school No. i, and college No. i, as shown by diagram IV, than 
is the retention for grammar school No. 5', high school No. 5, and college 
No. 2, as shown in diagram III. 

In diagram IV there are no pupils who pass from the lower third in 
the grammar school to the higher third of the high school, but there 
are four pupils who pass from the higher group of the grammar school 
to the lower group of the high school. These latter four pupils never 
get back to the high group in the college; two of them remain in the 
lower group, and two of them get up to the second group in the college. 

On the other hand, in diagram III three pupils fall to the low group 
as they pass from the grammar school to the high school. But two of 
these get back to the middle group and one of them up to the high group 
in college. 

Diagram IV indicates that while many of the pupils do pass straight 
through the three institutions within the same group, yet some of those 
who appear in the respective groups in the college have arrived there 
by devious pathways. The retention for the higher and lower tertiles 
is clearly higher than that for the middle. The advantage of such a 
diagram as this is that it shows what sort of pupils, in the way of schol- 
arship, constitute the groups at the several stages of progress in the 
different institutions. 

Table XII is a summar)'' of the comparisons made between grammar 
school No. 6', high school No. 6, and college No. 3, These schools all 
use the letter system of grading but it was not possible to secure any 
large number of marks from the college records.^ 

In table D, column 2 in the high tertile shows a retention of 15 pupils 
in the high school; column 2 in the middle tertile, a retention of 12, 
and column 2 in the lower tertile, a retention of 20 pupils in the high 
school. 

Columns i, 2, and 3 in the high tertile show a retention of 11 pupils 
throughout the three institutions; columns i, 2, and 3 in the middle 

' The college uses the letters a, b, c, the high school and grammar school each 
e, g, and /. These were reduced to percentages in the same manner as has been indi- 
cated with the previous marks. While the cases are not numerous here, the attempt 
has been made to get as accurate a collection as possible. In chart 129 the pupils are 
numbered in order of their standing, e is used to represent 95 per cent; g, 85; c, 
75, etc. 



no 



STANDARDIZATION OF SCHOOLS OF KANSAS 



tertile, a retention of 5, and columns 1,2, and 3 in the lower tertile, a 
retention of 16 pupils throughout the three institutions. 



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Tot .Ret. 143.10 


Tot .Ret. 


5^.73 


Tot.Eet. 


60.31 



TABLE XII 

Showing retention in grammar school No. 6', high school No. 6, and college No. 2. 



PupUs 


Low Tertile 


Paplll 


Hid. 


Tertile 


PupllB High Tertile 


63 


3 


3 


3 


34 


2 


2 


.2 


2 








68 


3 


3 


3 


37 


2 


2 


2 


3 








72 


3 


3 


3 


99 


2 


2 


2 


4 








74 


.1 


3 3 


44 


2 


2 


2 


5 








75 
76 


3 

3 


3 
3 


3 
3 


4B 

33 


2 


2 


2 


6 
7 








2 


2 


1 


78 


3 


3 


3 


36 


2 


2 


1 


14 








80 


3 


3 


3 


41 


2 


2 


1 


21 








82 


3 


3 


3 


43 


2 


2 


1 


22 








83 


3 


3 


9 


51 


2 


2 


1 


23 








84 
85 
87 


3 
3 
3 


3 
3 
3 


3 
3 
3 


32 
47 
31 


2 
2 


2 
2 


3 
3 

1 


24 
10 
13 












2 
2 


2 


1 


88 


3 


3 


3 


46 


2 


1 


1 


15 








69 
90 
64 


3 
3 


3 
3 


3 
3 


56 

' 48 
50 


2 
2 

2 


1 


1 
2 
2 


20 

1 
8 






2 




2 
2 


3 


3 


2 


65 


3 


3 


2 


53 


2 


1 


2 


12 




2 




67 


3 


3 


2 


59 


2 


1 


2 


16 








86 
71 


3 


3 


1 
3 


38 
49 


2 
2 


3 
3 


2 
2 


19 
26 




2 
2 




3 


?, 


77 


3 


?, 


3 


52 


2 


3 


2 


29 








61 


3 


1 


2 


60 


2 


3 


2 


30 




2 




66 


3 


1 


2 


35 


2 


3 


3 










69 


3 


1 


2 


40 


2 


3 


3 


11 








62 


3 


?. 


1 


42 


2 


3 


3 


17 










3 


1 


3 


55 


2 


3 


3 


18 




2 


2 


73 


3 


1 


3 


57 


2 


3 


3 


25 




2 


2 


79 


3 


1 


3 


54 


2 


1 


3 










81 


3 


1 


3 


56 


2 


3 


1 


28 




2 





TABLE D 

Showing relative standing of each pupil in grammar school No. 6', high school No. 6. 
and college No. 6, of go pupils. 

Diagram V and table D show that no pupils in passing from the 
high third of the grammar school f ah to the lower third in the high school 
and then pass back to the high third in college; but number 62, for 



COMPARISON OF RELATIVE STANDING OF PUPILS 



III 




^ 



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As. 

(L) 
<i 



I 






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112 



STANDARDIZATION OF SCHOOLS OF KANSAS 



example, passes from the lower group of the grammar school to the 
middle group in the high school and to the high group in the college, 
and numbers 70, 73, 79, 81 go from the low group in the grammar 
school to the high group in high school and back to the low group in 
college. As previously stated, it is important not only to know in what 
respective groups pupils appear in college, but it is equally important 
to know over what path, circuitous or straight, they have come. 

Table D and diagram V show that there is a larger proportionate 
retention than was the case in table B and diagram III, but that there 
is a smaller proportionate retention than was the case in table C and 
diagram IV. Consequently the result is that according to this dia- 
grammatic scheme the retention of pupils throughout the three institu- 




S3 


H. S. Ho. .6 


i 

•* 
i 


Col. HO. 1 


ti 

CO 


H. S. Eo. 6 


i 

a 

CO 


Col. Ho. 1 


Chart a 141, 142. 
At. 4 STB. Emr. 


Chi 


UtB 142,143 


Chi 


irts 141,144 

Em. 


Charts 144,145 
Fr. Enc. 




L. 


2 


3 


ler. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


P. 


.■^ 


Yer. 
Ret. 


1 


-L 


3 


1 


66,66 


7 


3 


2 


58,33 


6 


5 


1 


50.00 


7 


.T 


2 


58.33 


2. 


? 


5 


3 


4S,45 


3 


7 


1 


63.63 


5 


3 


3 


27.27 


P. 


7 


? 


63.63 


2. 


^ 


.i 


? 


66.66 
60.00 


2 


1 


? 


75.00 


1 


3 


a 


66.66 


3 


1 


fi 


66.66 


Tot. Ret. 


Tot .Ret. 


65.71 


Tot .Ret. 


48.57 


Tot. Ret. 


62.85 




H. B. Ho. 6 


is" 


Col. No. 1 


u 


H. S. Ho. 6 




Col. Ko. 1 


Charts 141, 146. 
sen. Ens. 


Charts 146,147 

Fr Eii«. 


Chart B 148,149 
Fr Math. 


Charts 149,150 
Fr Math. 


r 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


1 


2 


3 


Ter. 
Ret. 


i 


? 


3 





75.00 


7 


4 


1 


58.33 


5 


2 


<? 


71.42 


R 


P. 





71.42 


8 


2 


t 


2 


63.63 


3 


5 


3 


45,45 


1 


2 


3 


33.33 


2 


? 


1 


50.00 


2. 


I 


1 


10 


83.33 


2 


2 


S 


66.66 


1 


2 


4 


57.14 


^ 


1 


6 


85.71 


...Tot, Rst. 


74,29 


Tot.Re^, 


67.14 


TotJi^et. 


55.00 




Tot .Ret. 


70.00 



TABLE XIII 
Showing retention in grammar school No. 6', high school No. 6, and college No. i. 

tions is highest in the case of grammar school No. i', high school No. i, 
land college No. i. 

On the whole, it is obvious that the percentages of retention are 
ower than in table XI. With the exception of the relation between 
charts 129 and 130 the retention is higher between the high school and 
college than it is between the grammar school and high school, as indi- 
cated by table XII, which is exactly the reverse of the results shown in 
table XI. The retention for both the grammar school and high school 
and for the high school and college is not far from 50 per cent. 

The number of pupils involved in the comparison summarized in 
tables XII and XIII are too few to make anything but tentative con- 
clusions. But on the whole, the percentages of retention between 



COMPARISON OF RELATIVE STANDING OF PUPILS 



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114 STANDARDIZATION OF SCHOOLS OF KANSAS 

high school No. 6 and college No. i are higher than the retentions 
between high school No. 6 and college No. 3. This is some indication 
that the standards in college No. 3 and college No. i are different. 

The results of the summary tables for the whole sec. V, which com- 
pares the grammar school, high school, and college marks of the same 
pupils, are as follows: The retention for grammar school No. 5', high 
school No. 5, and college No. 2 is about 50 per cent; that for grammar 
school No. i', high school No. i, and college No. i is about 60 per cent/ 
and that for grammar school No. 6', high school No. 6, and college 
No. 3 is somewhat above 50 per cent, according to the tertile method. 

When comparisons are made in terms of the average of the percentages 
of those pupils in the upper and lower tertiles who remain above or below 
the median there is a retention between grammar school No. 5' and high 
school No. 5 of about 70 per cent;^ between grammar school No. i' and 
high school No. i of about 8^ per cent;^ between grammar school No. 6' 
and high school No. 6 of about 75 per cent.'^ The retention between high 
school No. 5 and college No. 2 is about jo per cent; between high school 

' It may be that a part of the higher retention in schools Nos. i', i, i, is accounted 
for by the influence of college No. i, as before stated. 

^The actual retention is 71.92 between eighth-grade and high-school Freshman 
English; 67.90 between high-school Freshman English and Freshman English, college 
No. 2; 74.99 between eighth-grade English and Freshman-Sophomore high-school 
English; 71.47 between Freshman-Sophomore EngHsh and English, college No. 2. 

3 The actual retention is 85 . 13 between sixth-, seventh-, and eighth-grade English 
and high-school German; 83 . 78 between high-school German and Modern Languages 
in college No. i; 80.18 between sixth-, seventh-, and eighth-grade English and high- 
school Freshman English; 83 . 95 between high-school Freshman English and Fresh- 
man college English; 83.91 between sixth-, seventh-, and eighth-grade English and 
average of 3 years' high-school English; 83 .01 between average of 3 years' high-school 
English and Freshman college; 82.35 between sixth-, seventh-, and eighth-grade English 
and average of 3 years' high-school English; 88. 23 between average of 3 years' high- 
school English and average of 4 years' college English; 91 . 66 between sixth-, seventh-, 
and eighth-grade arithmetic and average of 2 years' high-school mathematics; 88 . 88 
between average of 2 years' high-school mathematics and Freshman college mathe- 
matics. 

^ The actual retention is 79 . 99 between eighth-grade English and 4 years' aver- 
age of high-school English; 75 between 4 years' average of high-school Enghsh and 
Freshman college; 62 between eighth-grade mathematics and high-school Freshman 
mathematics; 80 between high-school Freshman mathematics and college Freshman 
mathematics; 73.68 between sixth-, seventh-, and eighth-grade arithmetic and high- 
school Freshman-Sophomore mathematics; 81.57 between Freshman-Sophomore 
high-school mathematics and Freshman college mathematics; 83.33 between eighth- 



COMPARISON OF RELATIVE STANDING OF PUPILS II5 

No. I and college No. i about 8j per cent; between high school No. 6 and 
college No. 3 about 75 per cent. 

The general result of the comparisons made between the grammar 
schools, high schools, and colleges in sec. V is that there are many 
pupils, as shown by the diagrams, who go through the three institutions 
without shifting their positions outside of the groups in which they began 
their grammar-school work. And although there is some shifting in 
the high and low groups, there are relatively few pupils who make 
extreme shifts in either the way of decline or progress in passing through 
the three institutions. Naturally there are fewer pupils who maintain 
their positions throughout the three institutions than between any two, 
respectively. 

While some of the retentions between grammar schools and high 
schools and between high schools and colleges are below 75 per cent, 
and one school is considerably above 75 per cent, yet it is safe to assume 
that for the schools as a whole there is a retention in terms of the modi- 
fied median method used of about 75 per cent between the three 
institutions of learning — namely, the primary, secondary, and higher 
institutions. 

grade history and high-school Sophomore history; 69 .04 between high-school Sopho- 
more history and college Freshman histpry. There are some irregularities in the 
retention between high school No. 6 and college No. i, but the cases are not numerous 
enough to modify the above results materially. 



ii6 



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trbe TUntversitp of Cbtcaoo 

FOUNDED BY JOHN D. ROCKEFELLER 



STANDARDIZATION OF THE 
SCHOOLS OF KANSAS 



A DISSERTATION 

SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF ARTS 

AND LITERATURE IN CANDIDACY FOR THE DEGREE 

OF DOCTOR OF PHILOSOPHY 

(department of education) 



BY 

JOHN ADDISON CLEMENT 



THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO, ILLINOIS 



LEAp'O 



THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO, ILLINOIS 



Bgents 
THE BAKER & TAYLOR COMPANY 

NEW TORK 

THE CAMBRIDGE UNIVERSITY PRESS 

LONDON AND EDINBUEGH 






